Learning to read is a complex process. Teachers are constantly looking for the best ways to teach reading. As recommendations are being made on how to best teach reading, various programs are being used. Teachers have different perceptions and attitudes towards various materials. As attitudes and perceptions differ among teachers, it is important for professionals to be informed of them. Professionals in the field of education may find teachers opinions helpful when making a decision about what materials to purchase or approaches to adopt.
This study was conducted to investigate teachers' attitudes and perceptions of Reading Mastery, a Direct Instruction program to teach beginning reading. Ninety teachers in northern and southern Ohio participated in this study. They were asked to rate the extent to which they disagreed or agreed with statements about Reading Mastery. They were also asked to make additional comments regarding the program. The purpose of this study was to answer the following questions: (1) What are teachers' attitudes and perceptions regarding the use of Reading Mastery? and (2) Is there a difference in attitudes and perceptions based on years of experience with the program?
When comparing teachers with varying years of experience with Reading Mastery, the data collected indicated that there were significant differences between groups among three of the survey items. Comparisons of different types of teachers showed significance within one item. Teacher comments revealed that the program lacks instruction in critical thinking and comprehension skills. Teachers believe that it lacks exposure to quality literature. Finally, some teachers believe that the program works best with low performing readers and populations of students with special needs.
|School:||Bowling Green State University|
|School Location:||United States -- Ohio|
|Source:||MAI 57/05M(E), Masters Abstracts International|
|Keywords:||Direct instruction, Distar, Reading mastery, Teachers' attitudes|
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