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Preschool teachers' beliefs and practices about reading instruction : an exploratory study
Author
Noor Suzanne Nasir
Supervisor
Cox, Robyn Gail
Abstract
Beginning reading instruction has always been saddled with controversy as many studies have shown that there are various methods that enable a child to read better or faster. Different approaches such as phonics and the whole language approach have dominated much of the reading controversy and teachers are usually concerned about which method works best for their children in the classroom. According to Adams (1997), reading instruction not only fosters willingness to read but furthers the skill and enables children to read 'purposefully, reflectively and productively'. Being able to read is crucial in order to achieve success later in life. Thus, the importance of learning how to read should not be understated as it provides one with better opportunities to move oneself up the socioeconomic ladder. Given the dearth of research in beginning reading instruction in Singapore, this study specifically looks at preschool teachers' beliefs and practices about reading instruction and hopes to shed light on whether they believe in an eclectic approach to reading instruction which combines phonics, sight word and meaning-based approaches.
The present study investigates the beliefs of fifty-five preschool teachers through a survey instrument and triangulates the findings through classroom observations of two of the respondents from the survey. Using both quantitative and qualitative data, findings suggest that the respondents are agreeable to almost all the belief and activity statements that reflect the three different approaches found in the survey. The results also showed that the teachers have little understanding of the meaning-based approach which is derived from the whole language approach. However, the classroom observations were not able to reveal as much since the two teachers were selective with the methods that they chose to demonstrate during the observations. Although the observations cannot be generalized to the teaching population, they indicate that there may be a gap between beliefs and practices since the teachers did not combine nor conduct activities that reflect the three approaches during their reading lessons.
From the study, we also find that there are urgent needs to address the issue of teacher education especially in the area of reading as most of the teachers were found only to have attained a basic academic and professional qualification. It is hoped that this study will be able to lead the way to expand the research in the area of beginning reading instruction locally against the background of the increasing emphasis on the need to standardize and raise the quality of preschool education in Singapore.
The present study investigates the beliefs of fifty-five preschool teachers through a survey instrument and triangulates the findings through classroom observations of two of the respondents from the survey. Using both quantitative and qualitative data, findings suggest that the respondents are agreeable to almost all the belief and activity statements that reflect the three different approaches found in the survey. The results also showed that the teachers have little understanding of the meaning-based approach which is derived from the whole language approach. However, the classroom observations were not able to reveal as much since the two teachers were selective with the methods that they chose to demonstrate during the observations. Although the observations cannot be generalized to the teaching population, they indicate that there may be a gap between beliefs and practices since the teachers did not combine nor conduct activities that reflect the three approaches during their reading lessons.
From the study, we also find that there are urgent needs to address the issue of teacher education especially in the area of reading as most of the teachers were found only to have attained a basic academic and professional qualification. It is hoped that this study will be able to lead the way to expand the research in the area of beginning reading instruction locally against the background of the increasing emphasis on the need to standardize and raise the quality of preschool education in Singapore.
Date Issued
2004
Call Number
LB1140.5.R4 Noo
Date Submitted
2004