Kelli R. 2010_An investigation of elemantary Preservice Teachers´Reading Instructional

8/3/2019 Kelli R. 2010_An investigation of elemantary Preservice TeachersReading Instructional

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AN INVESTIGATION OF ELEMENTARY PRESERVICETEAC HER S' READING INSTRUCTIONAL BELIEFS

NATALIE CONRAD BARNYAK, D . E D .Assistant Professor, Division of EducationUniversity of Pittsburgh at Johnstown

K E L L I R . P AQ U ET TE , E D . D .Associate Professor, Professional Studies in EducationIndiana University of Pennsylvania

In today's diverse elementary classrooms, teacher educatorsmust model for preservice teachers how to implement exemplaryliteracy practices. It is sometimes necessary to dispel miscon-ceptions regarding these instructional practices. Often,instructional strategies learned in the undergraduate classroomare disregarded by preservice teachers because these techniqueswere not used during their own elementary school experiences.This quantitative research study investigated elementary educa-tion preservice teachers' attitudes and beliefs about readinginstruction and whether or not their literacy coursework had animpact on them.

IntroductionTeacher cert i ficat ion programs areresponsible for preparing well-qualifiedteachers to meet the needs of today'sdiverse student population, and higher edu-cation coursew ork is carefully sequencedand strategically planned to thoroughlyprepare them . Literacy instruction cou rse-work i s a v i t a l com po nen t wi th inelementary preservice teachers' under-graduate preparation program s. Instructorsand professors, who teach literacy cours-es, must not only teach preservice teachershow to implement exemplary literacy prac-t i c e s , but they must a lso dispelmisconceptions regarding these practices .Often, instructional strategies learned inthe undergraduate classroom are disre-garded by preservice teachers becausethese techniques were not used during their

own elementary school experiences. There-fore, instructors and professors may be

ers ' preconceived beliefs about readinginstruction prior to their coursework. Inaddition, it is important to determine ifpreservice teachers' beliefs are alignedwith best literacy practices upon comple-tion of their coursework so that effectiveliteracy instruction will occur when theyenter the teaching profession.

PnrposeThis quantitative study describes ele-mentary education preservice teachers'reading instructional beliefs and the pos-sibi l i ty of modif ied bel iefs uponcompletion of university coursew ork. Theparticipants include students enrolled intwo different teacher preparation program s.Research on teacher education is increas-ing and the focus often includes therelationship between teache rs' beliefs and

practices (Fang, 1996). Research suggeststhat educators tend to teach the way they


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8 / Reading Improvement

work makes a direct attempt to addresstheir preconceptions (Fang, 1996; Yoo,2005). Three main m odels of the acquisi-tion of literacy, bottom-up , top-down, andinteractive, are typically introduced with-in preservice teacher education p rogram s.The process of reading within the bottom-up model moves from a focus on print toa focus on meaning. The bottom-up m odelemphasizes specific teaching of decodingskills and word recognition. Within thebo t tom -up mode l , t eachers typ ica l lybelieve in a skills approach to readinginstruction and expect the children to learnin the same sequence. The top-down m odelis connected to the w hole language beliefwhich posits that reading instruction shouldfocus on semantic cues, or meaning, ratherthan a skills approach. Proponents of thismodel feel that children should learn skillsin authentic experiences and construct theirk n o wled g e th ro u g h a ch i ld -cen te redapproach. An interactionist model com-b in es th e b o t to m-u p mo d e l an d th etop-down models in order to form a bal-an ced v i ew o f r ead in g in s t ru c t io n .Research indicates that excellent readinginstruction entails multiple instructionalcomponen ts (Pressley et al., 2001 ; Reutzel,2007 ). Therefore, for teacher preparationreading programs to be effective, they mustinclude instruction in the following con-cepts: phon ics, phonemic awa reness, orallang uag e, word identification, vocabulary,com prehension, fluency, assessment, andthe management of literacy instructionacross various grades (Feilding-Bamsley&Purd ie ,2005) .

Research QuestionsThis quantitative study was designedto address the following questions:1. W hat are elementary education preser-vice teachers ' attitudes and beliefs aboutreading instruction?2. Do preservice teachers' attitudes andbeliefs about reading instruction alignwith the theoretical orientation(s): bot-tom -up, top-dow n, or interactive?3. Does literacy methods coursework hav ean impact on elementary edu cation pre-service teachers' attitudes and beliefsabout reading instruction?

The Study's Theoretical Fram eworkThe theoretical framework is basedupon the socio-constructivist persp ective,along with Vygotsky's (1978) sociocul-tural theory. This framework maintains thatpreservice teachers construct meaningabout the practices of effective literacyteachers through the theories and activi-ties introduced to them w ithin their teach ereducation p rograms. These programs workto prepare exem plary, influential readingteachers who a re knowledgeab le andresponsive to their students' needs (Mal-och, et al. , 2003 ). Constructivism is atheory of knowledge and learning in whichthe learner creates, or constructs, knowl-edge based on a var ie ty of d iffere ntexperiences and essentially, the learnerplays an active role in the learning process(Pransky & Bailey, 2003). Mayor (2005)states that preservice teac hers' kno wled geregarding effective teaching is enhancedthrough their engagement in activities with-in their teacher preparation programs.However, while the goal of teacher edu-


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An Investigation... / 9

cation programs is to foster preserviceteachers' knowledge regarding the infor-mation they will need to be effectiveeducators, researchers have found that stu-dents are not always open to learning newinformation.Preservice teachers begin their educa-tion with preconceived beliefs that maynot be dissuaded during their teacher edu-cation programs (Rath, 2001). Therefore,it is important for teacher educators andpreservice teachers to discuss pre-formedbeliefs and construct a schema to he lp themunderstand their experiences and educa-t i on . U n de r s t and i ng and ad d res s i ngpre-conceived beliefs w ill provide teachereducators a platform on which to build newinformation that preservice teachers willneed in order to be effective in the class-

room.Literature Review

Preservice T eachers' Attitudes andBel ie fs about Reading Instruct ion:What are elementary education p reser-vice teache rs' attitudes and beliefs abou treading instruction?The educational belief system held bypreservice teachers is the foundation theywill use in making dec isions about how toteach. Research supports that teachers holdimplicit beliefs about students and subjectareas that affect their learning and theirteaching pract ices (Fang, 1996). Thestrong influence of teachers' belief sys-tems on their reading instruction affectsthe ways in which the information is pre-sented to the s tudents which great lyinfluences lesson planning and studentlearning (Cheek, Steward, Laureny, &Bor-

gia, 2004; Cummins, Cheek, & Lindsey,2004). Because the belief system playssuch a major role in teaching practice,teachers are unlikely to change their teach-ing style when a change is warranted,unless their belief system can be changedflrst. In addition, the belief system held byteachers is often instilled in their students.Therefore , evaluation of preservice teach-ers' belief systems should be an essentialpart of teacher education instruction. Pre-service teachers must exam ine their beliefsystems connected to teaching practice andidentify the shortcomings of their beliefs(Asselin,2000).Theoretical Orientations of Preser-vice Te acher s' Attitud es and Beliefsabout Reading Instruction: Do preser-vice teachers' attitudes and beliefs about

reading instruction follow the theoreti-cal orientation(s): bottom-up, top-down ,and/or interactive m odel?The three theoretical reading instruc-tion m odels are top down, bottom-u p, orinteractive and these theoretical orienta-t ions have di ffer ing ideas about theemphasis that should be placed on variousaspects of reading education. Instruction-

al practices will be governed by the readinginstruction methods of the model and ons t uden t expec t a t i ons (Fang , 1996 ) .Research has found that literacy teachersgenerally subscribe to one of the three mod-els for reading instruction formally know nas: top down, bottom-up, or interactive.The model to which they subscribe canhave a profound influence on their teach-ing styles, the materials they choose fortheir classrooms, and their flexibility ininstructional design.


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Impact o f Methods Coursework:Does l i teracy coursework have animpact on elementary education pre-service teachers' attitudes and beliefsabout reading instruction?

Research shows that teachers tend toteach the way they w ere taught unless theirt e ach e r ed u ca t io n p ro g ram d i r ec t lyaddresses their preconceived beliefs (Rath,2001). Some studies have concluded thatbeliefs about reading and literature areformed from high school and bachelor'slevel l i terature courses and that thesebeliefs are difficult to sway during teache reducation (Asselin, 2000; Yoo, 2005).Teaching, unlike other professions, has aunique caveat in that students preparing tobe teachers have been immersed in the edu-cation profession for their entire academiccareer and will draw upon those experi-ences, both good and bad, to form theirown beliefs and opinions. It is suggestedthat changes to the implicit belief systemduring teacher education are only madewhen the new information fills a gap intheir own education. Even after leamingnew methods during teacher education,preservice teachers tend to revert back totheir traditional belief systems.

Another factor that shapes preservicesteachers' belief systems is the quality oftheir classroom field experiences. How-ever, the complexities of actual classroo minstruction can restrict teachers' abilitiesto teach according to the model that theyvalue (Fang, 1996). Preservice teachers'be l ie fs regard ing beg inn ing read inginstruction encompass an array of subcat-egories and are explained within the

MethodologyA survey developed by Knudson &Anderson (2000) was utilized with pre-se rv ice teachers a t two un ivers i t ies .Permission from the authors was gainedto use the survey. P articipants' ages rangedfrom 18 to 26. The majority was female andall participants w ere enrolled in an un der-graduate elementary education program.The survey w as completed online and con-s is ted o f i tems based upon read ingmaterials, the teaching of reading skills,reading comprehension, and meaningfulleaming experiences during instruction. Itwas comprised of twenty-four item s and aLikert scale of five, ranging from Stron g-lyAgree to Strongly Disagree. The surveywas administered in the spring of 200 6 andin the fall of 2006 to measure changes inthe preservice teachers' reading beliefsafter they completed their methods course-work.

Data AnalysisThe survey data were collected and ana-lyzed. The mean, s tandard deviat ion,two-independent samples t-test, and C hi-square, for pre and post responses, werecalculated for each question. The d ata foreach university were combined and ana-lyzed. The twenty-four survey items w ereseparated into the following nine cate-gories : (1) l i tera ture experiences , (2)meaningful experiences, (3) narrative expe-riences, (4) story structure, (5) phonics,(6) phonics exp eriences, (7) word analy-sis, (8) skill instruction, and (9) integra tionof skills. For comparison, an acceptedalpha of .05 was used for each variable.Pre, post, and total percentages were also


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Results and ConclusionsDescriptive statistics were used to mea-sure e l ementary preserv ice t eachers 'reading instructional beliefs in the springof 2006 and fall of 2006. Results of thePearson C hi-square revealed that there areno statistically significant differences inresponses for the participan ts' pre and postscores, for the majority of the questions.The only question for which there was astatistically significant association betweenpre and post responses is the following:Children should be taught skills to com-prehend what they read (See Table 1).

The p-va lue for that question is 0.000 7.The mean difference is 0.21 units, whichindicates stronger agreement than the meanpre score. This corresponds to a smallerpercentage of "Somewhat Strongly Ag ree"responses in the post test. How ever, thedata indicated that the p-values for twoadditional questions are borde rline. Thequestion, regarding children's first gradeexperiences with reading in meaningfulcontexts, has a p-value of 0.077. The ques-tion, regarding children needing to leam toread sounds in isolation and then practiceperceiving them in whole-word contexts asthey read their own stories, has a p-valueof 0.060. Although the p-values for eachquestion are borderline of statistical sig-nificance, it cannot be stated that there are

Table 1. Children Should be Taught Skills to Comprehend What Thev ReadPlease rate your level of agreement with the following statements: Children

should be taught skills to comprehend what they read. * Time

Crosstab

Q23 Please rate your levelo f agreement wi th thefo l lowing sta tem ents:Chi ldren should be taughtsk i ll s to comprehend w hatthey read.To ta l

1 -Strong ly Agree

2 - SomewhatStrongly Agree

Count% wi th in TimeCount% wi th in Time

Count% wi th in Time

TimePr e

3975 .0%

13

25 .0%

52100.0%

Post22

95 .7%1

4.3%

23100.0%

Total61

81.3%14

18.7%

75100.0%


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statistically significant differences inresponses.The following subcategories about read-ing instruction were addressed on thesurvey. The information gleaned from thedata analyses is as follows:Literature Experiences: Participantsresponded to the following survey state-men t s wh ich ad d re s sed l i t e r a tu reexperiences: The teaching of beginning readingneeds to be integrated with the teach-ing of literature. Firs t grade reading experienc esshould be focused on surroundingthe children with print. The best method of teaching wordrecognition is to permit children toself-select books and then correct

their errors for a group of childrenwith similar word recognition prob -lems.Post-test findings indicated tha t 75.9%of preservice teachers either stronglyagreed or somewhat strongly agreed thatteaching beginning reading needs to beintegrated with the teaching of literature.Additionally, 92.9% of post-test results

identified that participants either stronglyagreed or somewhat agreed that first gradereading experiences should be focused o nsurrounding the children with print. Lessthan half (39.1 %) of the preservice teach-ers strongly agreed that the best methodof teaching word recognition is to permitchildren to self-select books and then cor-rect errors for a group of children withsimilar word recognition problem s.Meaningful Experiences: Participantsresponded to the following survey state-

ments which addressed meaningful expe-riences: Children should be taught to readusing their own language and exp e-riences. Ch ildren's first grade expe rience swith reading need to be in mean-ingful context. Ch ildren 's first and early secondgrade experiences with readingshould not consist of workbooksand/or flash cards.Post-testfindings ndicate that 86.2% ofpreservice teachers strongly agreed orsomewhat strongly agreed that childrenshould be taught to read using their ownlanguage and experiences and children'sfirst grade experiences with reading needto be in a meaningful context. Seventy-

nine percent (79%) of preservice teachersindicated that they strongly agree, some-what strongly agree, or somewhat agreewith the following statement: Children'sfirst and early second grade experienceswith reading should not consist of work-books and/or flash cards.Narrative Experiences: Participantsresponded to the following survey state-

men t s wh ich ad d re s sed n a r r a t iv eexperiences: Children need to leam to read expo s-itory (nonfiction) text as well asnarrative (stories) text in first andsecond grade. The best method of teaching begin-ning reading includes develop ing anInto, Through, and Beyond plan forliterature study.


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An Investigation... / 1 3

Ninety-three percent (93%) of partici-pants agreed that children need to learn toread expository (nonfction) text as wellas narrative (stories) text in first and sec-ond grad es. How ever, only approximatelyhalf (56.5%) of the participants surveyedagreed that the best method of teachingbeginning reading includes developing aninto, through, and beyond plan for litera-ture study. This may be due to limitedvocabulary because the terms before, dur-ing, and after, rather than into, through,and beyon d, are used in both teacher prepa-ration program s.

Story Structure: Participants respond-ed to the following survey statementswhich addressed story structure: Teach reading by doing the follow-ing: show a video or film of a book.Read the book aloud. The childrenread the book. Teaching beginning reading by con-centrating on narrative structure andstory grammar.Thirty-nine percent (39%), approxi-mately one-third , of the participants eitherstrongly agreed or somewhat stronglyagreed that showing a video or film of abook, reading the book aloud, and thenasking children to read the book is the bestmethod for teaching story structure. Inaddition, 29%, approximately one-third,of the preservice teach ers believed that toteach beginning reading you should con-centrate on narrative structure and storygrammar. Again, this low percentage maybe due to limited vocabulary because theterm, story elem ents , is the term typically

used in both programs.Phonics: Participants responded to the

fo l lo win g su rv ey s t a t emen t s wh ichaddressed phonics: Children must learn the relationshipbetween sounds and words. Children need to learn to read soundsin isolation and then practice per-ce iv in g th em in wh o le -wo rdcontexts as they read their own sto-ries.All of the participants either strongly

agreed or somewhat strongly agreed thatchi ldren must learn the re la t ionshipsbetween sounds and wo rds, and 72.4% ofthe participants strongly agreed or some-what strongly agreed that children need tolearn to read sounds in isolation and thenpractice perceiving them in whole-wordcontext as they read their own stories.Phonics Experience: Participantsresponded to the following survey state-men t s wh ich ad d re s sed a p h o n ic sexperience: Good first grade teaching includespointing to an initial consonant andidentifying its sound. First grade children need to be ableto distinguish between the words pinand pen when they are said aloud . Ifthey cannot distinguish betweenthese sounds, they should have p rac-tice in doing so. The best method of teaching wordrecognition is to teach each newword, use it/them immediately in as tory , and then with other newwords.

The post-survey results reveal that the82.6% of the participants agreed that goodfirst grade teaching includes pointing toan initial consonant and identifying its


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sound . Sixty-five percent (65% ) of the par-ticipants strongly agreed or somewhatstrongly agreed that first grade childrenneed to be able to distinguish between thewords pin and pen when they are saidaloud , which indicates their identificationof vowel sounds. Seventy-eight percent(78%) of preservice teachers stronglyagreed or somewhat strongly agreed thatthe best method of teaching word recog-nition is to teach a new word(s), use it(them) immediately in a story, and thenuse it (them) w ith other new w ords.

Word Analysis: Participants respond-ed to the following survey statementswhich addressed word analysis: Children need to leam to hear anddivide words into syllables. The comp eten t read ing teacherteaches children the words used inbeginning reading, such as vowel,consonant, syllable, word, and sen-tence.

Students without oral English skillsneed to be taught to speak Englishbefore they leam to read English.Ninety percent (90%) of the partici-pants agreed that children need to leam tohear and to divide words into syllables.Ninety-three percent (93%) of the preser-vice teachers bel ieved the competentreading teacher teaches children the wordsused in beginning read ing, such as vowel,consonant, syllable, word, and sentence.Eighty-six percent (86%) of the partici-pants strongly agreed, somewhat stronglyagreed, or somewhat agreed that Englishlanguage leam ers should be taught to speakEnglish before they leam to read English.Skill Instruction: Participants respond-

ed to the following survey statementswhich addressed skill instruction: Children use four major me thods ofidentifying printed words: contextcues, sight words, structural analy-s i s , a n d s y m b o l - s o u n dcorrespondence. Children should be taught skills tocomprehend w hat they read.One hundred percent (100%) of the par-

t ic ipan ts s t rong ly agreed , somewhatstrongly agreed, or somewhat agreed thatchildren use four major methods of iden-tifying printed words: context cues, sightwords, structural analysis, and symbol-so u n d co r r e sp o n d en ce . Ov e ra l l , t h eparticipants agreed that children sh ould betaught skills to comprehend w hat they read.Integration of Skills: Participantsresponded to the following survey state-ments which addressed integration ofskills:

Teach children to distinguish theshapes of different letters. Teach children to alphabetize at thesame time that you teach initial andconsonant sounds. The best method of teaching begin-ning reading contains lessons forteaching word identification andcomprehension. Teach children to distinguish shapesof different letters.The post-survey results indicated that92.9% of the participants strongly agreedor somewhat strongly agreed that teach-ing children to distinguish the shapes ofdifferent letters is necessary. H ow ev er,

only 30.4% strongly agreed or somewhatstrongly agreed to the statement that teach-


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ing children to alphabetize at the same timethat you teach initial vowe l and consonantsounds is important. In addition, 78.3%agreed that the best method of teachingbeginning reading contains lessons forteaching word identification and compre-hension. Approximately eighty-eightpercent (88%) agreed with the belief thatbeginning reading should be taught withpictures.The resu lts indicate that overa ll, the par-t i c i pan t s ' be l i e f s w ere gene ra l l yhterature-based with strong beliefs regard-ing phonics and skill instruction as well.The participants' beliefs, about the inte-grat ion of ski l ls were weak, with theexception of the belief that distinguishingshapes of various letters is importan t. Theparticipants were advocates for teaching

skills in order to foster com prehension. Alimitation of the study includes va riationsbetween the vocabulary terms used with-in the survey and the vocabulary termsused within the preservice teachers' edu-cation programs. The analysis of the datasuggests that preservice teachers' beliefthat children 's first grade experiences withreading need to be in meaningful contextsincreased after enrollment in coursework.However, their belief that children use acom bination of method to read (e.g., con-text cues, sight word s, stmctural analysis,a nd s y m b o l - s o u n d c o r r e s p o n d e n c e )decreased upon completion of their course-work. As previously s tated, the onlyquestion for w hich there w as a statistical-ly significant association betw een pre andpost scores included : Children should betaught skills to comprehend what they read.Overall, it appears that the preservice teach-

ers w ithin this study believed in the inter-actionist model of reading instruction tosome extent.ImplicationsThis research is significant to teacherpreparation prog rams regarding the imple-mentation and planning of reading m ethodscourses. Preservice teachers must knowthat it is very important to utilize effec-

tive, research-based reading instructionalstrategies with their students, regardlessof their previous, personal experiences.Additional research is needed pertaining topreservice programs and the posi t iveeffects on teachers' attitudes (Maloch etal., 2003). It is essential for language artseducation programs to help preserviceteachers examine and to identify theirbel iefs regarding reading inst ruct ion(Asse lin, 200 0). In order to gain in-depthknow ledge of preservice teache rs' readinginstructional beliefs, qualitative researchmeasures, such as interviews, should beincorporated as well as quantitative mea-sures.

Research has often indicated that pre-service teachers ' beliefs are resilient duringtheir participation within teacher educa-tion. Additional studies have suggestedthat altemative views may be fostered ifcertain conditions are present. Asselin(2000) posits that instructional activitieswithin teacher education programs m ay beuseful to help preservice teachers identifytheir beliefs. If preservice teachers havenot taken part in the actual implementa-t ion of specific l i teracy instruct ionalactivities, they are less likely to feel theyare useful. Therefore, literacy coursew ork


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must incorporate meaningful instruction-al activities and a variety of opportunitiesfor preservice teachers to implement theactivities.Teacher education programs must focuscoursework on exemplary literacy prac-tices and instruct preservice teachers toconsider student's individual strengthswhile planning instruction. Preserviceteachers m ust be prepared no t to follow a

particular prescribed program, but ratheruse a variety of methods to differentiateinstruction in order to meet all children'sinstructional needs (Duffy, 20 02; Baro ne,& M orrell, 2007; Reutzel, 2007). Reutzel(2007) describes that daily, quality instruc-tion, focusing on the following eight areas,is necessary for children's literacy devel-opm ent: "(1) oral langu age, (2) conceptsabout print, (3) phonological and phone-mic aw areness, (4) alphabetic principle toinclude letter nam es, and pho nics, (5) flu-ency, (6) vocabulary, (7) comprehensionstrategies, and (8) writing and spelling"(p . 315). Reading is a complex process.Therefore, preservice teachers need tounderstand that although certain modelsof reading instruction have been present-ed within their preparation prog ram s, theymust make a concerted effort to examinetheir own beliefs as compared to best lit-eracy practices and ultimately m ake soundinstructional decisions to support children 'ssuccessful literacy acquisition.

ReferencesAsse lin,M. (2000 ). Confronting assumptions: Pre-service teachers' beliefs about reading andliterature. Reading P sychology, 21, 31-55.Barone, D., & Morrell , E. (2007 ). Multiple per-spectives on preparing teachers to teachreading. Reading Research Quarterly, 42,Retrieved July 4, 2008, fromhttp://portal.macam.ac.il/DbImage.aspx7image=file&id=1750.Cheek, E.H., Jr., Steward, F.A., Launey, B.L., &

Borgia, L.G . (2004 ). Facilitative readinginstruction: Preservice teachers ' voices andperceptions. Reading Improvement, 41, 129-142.Cummins, C. L., Cheek, E. H., & Lindsey, J. D.(2004). The relationship between teach ers' lit-erary beliefs and their instructional practices:a brief review of the literature for teacher edu-cators. E-Journal of Teaching and Learning inDiverse Settings, 1, Retrieved July 4, 2008,fromhttp://www.subr.edu/coeducation/ejoumal/EJo

um al .Volume 1 Issue2 .Cum minsetal .pdf.Duffy, G.G. (2002). Visioning and the develop-ment of outstanding teachers. ReadingResearch and Instruction, 41(4), 331-344.Fang, Z. (1996). A review of research on teacherbeliefs and practices. Educational Research,38(\),41-65.Fielding-Bamsley, R., & Pu rdie, N. (200 5). Teach-er s ' attitude to and knowledge ofmetalinguistics in the process of learning to

read. Asia-Pacific Journal of Teacher Educa-tion, 33(\), 65-76.Knudson, R.E., & Anderson, K. (2000 ). Survey ofelementary education students ' readinginstructional beliefs. Psychological Reports,86 , 883-892.Maloch, B., Flint, A.S., Eldridge, D., Harmon, J.,Loven, R., Fine, J.C., Bryuant-Shanklin, M.B .,& Mart inez, M. (2003) . Understandings,beliefs, and reported decision making offirst-year teachers from different reading

teacher preparation program s. The ElementarySchool Journal, 103(5), 431-457.


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An Investigation... /17Mayor, S. (2005). Preservice teachers' developing

perspectives on assessment and remediation ofstruggling readers. Reading Improvement,420), 164-178.Pransky, K., & Bailey, R (2 003 ). To meet your stu-dents where they are, first you have to findthem : Working with culturally and linguisti-cally diverse at-risk students. The Reading

Teacher, 56(4), 370-383.Pressley, M., Wharton-McDonald, R., AUington,R., Block, C. C , M orrow, L., Tracey, D.,Baker, K., Brooks, G., Cronin, J., Nelson, E.,& W oo, D. (2001 ). A study of effective first-grade literacy instruction. Scientific Studies ofReading, 5(1), 35-59.Rath, J. (2001). Teachers ' beliefs and teachingbeliefs. Early Childhood Research and Prac-tice, 3, Retrieved July 4, 2004, fromhttp://ecrp.uiuc .edu/v3n 1 /raths .html.Reutze l, D.R. (2007 ). Organizing effective litera-cy instruction: Differentiating instruction tomeet the needs of all children. In L.B . Gam-

brell, L.M. Morrow, & M . Pressley (Eds.), Bestpractices in literacy instruction (3rd ed.), (pp.313-343). New York: The Guilford Press.Vygotsky, L.S. (1978). Mind in society: T he devel-opme nt of higher psychologica l processes.Cambridge, MA: Harvard University Press.Yoo, S. (2005). The study of early childhood teach-e rs ' beliefs related to children's literacy atSouth Korea. Reading Improvement, 42, 137


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Kelli R. 2010_An investigation of elemantary Preservice Teachers´Reading Instructional