The identification of factors contributing to the development of theoretical orientation to reading in preservice teachers

Abstract

A study of current reading instruction and research reveals a dichotomy in philosophy and practice. This study examined factors contributing to the development of theoretical orientation to reading in 57 preservice teachers. Data collection included both quantitative and qualitative methods. DeFord's Theoretical Orientation to Reading Profile was administered as a pre and posttest to the entire population to determine the theoretical orientations of the subjects and to ascertain the influence of the instructor's theoretical orientation on those of the subjects. Literacy autobiographies of subjects whose TORP scores were in the top and bottom thirds of the pretest scores were analyzed to identify factors the authors judged to have contributed to the development of their literacy. The literacy factors of both groups were studied to determine similarities and differences between disparate theoretical orientations. Qualitative data reported in narrative description were collected from both the literacy autobiographies and interviews with two subjects from each of the theoretical orientation groups. Analysis of the data revealed several factors that appear to be statistically significant in the development of a theoretical orientation to reading that approaches the whole language end of DeFord's profile. Those factors included the influence of the university instructor's theoretical orientation to reading, writing in school, family involvement with early literacy, and reading for pleasure as an adult. This study has significance for both teaching and teacher educators. University teacher education programs can endeavor to help preservice teachers understand their own theoretical base and how it affects not only their thinking and actions, but also that of their future students. An implication for classroom teachers is the importance of examining their own theoretical orientation to reading and determining whether it is congruent with materials and activities selected for instruction.