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Influences on teachers' theories and their teaching of reading

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dc.contributor.author Chapman, Linda
dc.date.accessioned 2011-02-15T20:42:35Z
dc.date.accessioned 2022-10-25T02:43:51Z
dc.date.available 2011-02-15T20:42:35Z
dc.date.available 2022-10-25T02:43:51Z
dc.date.copyright 1958
dc.date.issued 1958
dc.identifier.uri https://ir.wgtn.ac.nz/handle/123456789/22939
dc.description.abstract This thesis examines what teachers say about how they teach reading in their classroom and what has influenced their teaching. It is grounded in a mainly qualitative narrative methodology within a socio-cultural perspective and used a survey as the main data gathering tool. It discusses whether teachers follow one of the main reading theories (top-down, bottom-up or interactive) and how this affects the planning, implementation and teaching of reading within the classroom. It also discusses the changes in how reading is taught that teachers have observed over their teaching career and briefly examines the impact of pre-service education on teachers' beliefs and philosophies. Other key themes include: what teachers believe constitutes a 'good reader' and what is 'best practice' when teaching reading; and the strategies teachers teach children to use when unlocking unknown words. en_NZ
dc.format pdf en_NZ
dc.language en_NZ
dc.language.iso en_NZ
dc.publisher Te Herenga Waka—Victoria University of Wellington en_NZ
dc.title Influences on teachers' theories and their teaching of reading en_NZ
dc.type Text en_NZ
vuwschema.type.vuw Awarded Research Masters Thesis en_NZ
thesis.degree.discipline Education en_NZ
thesis.degree.grantor Te Herenga Waka—Victoria University of Wellington en_NZ
thesis.degree.level Masters en_NZ

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