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Malian teachers’ and students’ beliefs about reading and reading instruction: Challenges to reforming reading instruction

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Abstract:

Teachers’ tacitly-held beliefs about learning and their role in the teaching-learning process often serve as “information filters” during training programs. In the case of reading instruction, these filters encourage teachers to attend to innovative practices that align with their beliefs about how children learn to read, and to reject or “reinterpret” those practices that do not. The lack of attention to teacher beliefs around literacy development, and in particular to ill-founded beliefs structures that are hindering the adoption of more effective reading instructional strategies - may be one of the major unexamined impediments to educational reform, and to children learning to read. This paper presents the results of three recent studies undertaken to identify Malian teachers’, teacher educators’ and students beliefs about reading development in general, and age-appropriate reading instructional strategies. When examined in light of the results of the recent EGRA studies, the findings offer some insights into why students are not developing the skills generally identified as essential for reading development. The findings may also explain why Malian teachers who have been trained programs in new, more effective reading instructional practices do not implement the new practices in their classroom. The presentation will conclude by discuss how the lessons learned from these studies may help to inform the design of more effective preservice and inservice reading instructional programs.
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Association:
Name: 54th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p400203_index.html
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MLA Citation:

Evans, Norma. "Malian teachers’ and students’ beliefs about reading and reading instruction: Challenges to reforming reading instruction" Paper presented at the annual meeting of the 54th Annual Conference of the Comparative and International Education Society, Palmer House Hotel, Chicago, Illinois, <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p400203_index.html>

APA Citation:

Evans, N. "Malian teachers’ and students’ beliefs about reading and reading instruction: Challenges to reforming reading instruction" Paper presented at the annual meeting of the 54th Annual Conference of the Comparative and International Education Society, Palmer House Hotel, Chicago, Illinois <Not Available>. 2014-11-28 from http://citation.allacademic.com/meta/p400203_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Teachers’ tacitly-held beliefs about learning and their role in the teaching-learning process often serve as “information filters” during training programs. In the case of reading instruction, these filters encourage teachers to attend to innovative practices that align with their beliefs about how children learn to read, and to reject or “reinterpret” those practices that do not. The lack of attention to teacher beliefs around literacy development, and in particular to ill-founded beliefs structures that are hindering the adoption of more effective reading instructional strategies - may be one of the major unexamined impediments to educational reform, and to children learning to read. This paper presents the results of three recent studies undertaken to identify Malian teachers’, teacher educators’ and students beliefs about reading development in general, and age-appropriate reading instructional strategies. When examined in light of the results of the recent EGRA studies, the findings offer some insights into why students are not developing the skills generally identified as essential for reading development. The findings may also explain why Malian teachers who have been trained programs in new, more effective reading instructional practices do not implement the new practices in their classroom. The presentation will conclude by discuss how the lessons learned from these studies may help to inform the design of more effective preservice and inservice reading instructional programs.


Similar Titles:
Malian teacher beliefs about reading and learning to read: Progress achieved and challenges remaining

Teachers’ and students’ beliefs about reading, and reading instruction, in the western Mindanao region of the Philippines

Malian adult literacy teacher’s beliefs about reading and reading instruction


 
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