Academic journal article Reading Improvement

Facilitative Reading Instruction: Preservice Teachers' Voices and Perceptions

Academic journal article Reading Improvement

Facilitative Reading Instruction: Preservice Teachers' Voices and Perceptions

Article excerpt

The purpose of the study was to explore measurement of preservice teachers' reading beliefs, perceptions, and teaching styles, implementing The Teachers' Reading Aptitude "Voice" Scale (TRAVS). An educational problem exists of effectively linking beliefs, qualities, and actions that affect instructional decision-making, collaboration, resourcefulness, and experiences. The methods included data collection from six groups of students (N=153) in university methodology courses. The discriminate group responses indicated a reliability coefficient of .87. The reading content validity consisted of facilitative reading teacher attributes and construct validity variables of teaching style categories (Experiential, Instructional, Relational, and Provisional). The results revealed students' self-ratings of High Experiential and Low Provisional teaching styles, thus, concluding that connecting beliefs to teaching styles provided instructional strengths for planning reading lessons.


Theoretical Principles

Grasha and Yangarber-Hicks (2000) conceptualized teaching and learning styles' relationships by analyzing needs and qualities (intent, feelings, perceptions, and beliefs), then linking specific instructional methodology (approaches and techniques), with the outcomes emerged as one process. We believe that the perceptions of the students' reading beliefs, acquired knowledge, and modes of operations can be explored in a similar vein to positively affect their ability to provide effective instruction. The Teachers' Reading Aptitude Voice Scale (TRAVS) instrument was designed as a means of collecting and recording preservice teachers' responses related to their reading methodology beliefs and how these responses correlated to teaching style (see Appendix). Deford (1985) postulated that knowledge and reading beliefs affected the operational modes of teachers and guided their perceptions and behaviors.


We observe our students' dependent and independent work processes; thus, our perceptions may only be based upon the superficial effectiveness of assignment completion or the assessment of knowledge and performance. If we knew the student's strengths, beliefs, and qualities defined as the Instructional, acquired methodology knowledge; Experiential, connective experiences; Relational, collaborative adaptation; and Provisional, resource use, then feedback to preservice teachers may be enhanced.

Facilitative Teaching Goal

Cheek (1997) noted that "The primary goal of facilitative teachers is to help develop independent learners who use reading and other related strategies for research, content area study, and personal interests, growth, and satisfaction." An extension of this concept is exemplified in preservice teachers' methodology courses that provide positive learning settings for students as facilitative reading instruction is implemented. The combination of reading beliefs, acquired knowledge, and task completion merge into action through the personalizing of preservice teachers' four fundamental styles of teaching.

Teaching Styles

Clearly, preservice teachers demonstrate factors that are effective for an expected learning outcome as they plan instructional techniques, collaborate with colleagues, and acquire materials, technology, supplies, and other resources. The fundamental perceptions and teaching styles that serve as response catalysts in the classroom are suggested in these four basic teaching styles: 1.) Experiential thinking is the ability to plan for meaningful experiences for students and the mediation of instructional content for better understanding. Experiential thinkers develop and use connective links to build background for the reading purposes and story elements in order to enhance the meaning of text. John Dewey (1990, p. 17) stated "that we learn from experience, and from books or the sayings of others only as they are related to experience, are not mere phrases;" Fountas and Pinnell (2001) stated that teachers model connective linking by sharing personal, community, and textual links from their own lives; 2. …

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