CONNECTING THEORETICAL CONCEPTIONS OF READING TO PRACTICE: A LONGITUDINAL STUDY OF ELEMENTARY SCHOOL TEACHERS |
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| Authors: | Dana L. Grisham |
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| Affiliation: | 1. Teacher Education Department, Weber State University, Ogden, Utahkristinnelson51@gmail.com;3. Department of Educational Psychology, University of Utah, Salt Lake City, Utah;4. Department of Teaching and Learning, University of Iowa, Iowa City, Iowa;5. Iowa Reading Research Center |
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| Abstract: | The purpose of this study was to examine the vocabulary teaching of primary-grade teachers (K-3) in low-income schools. A total of 337 observations were conducted during language arts blocks over a three-year period. A coding scheme was developed to analyze teachers’ vocabulary instruction. Results indicated that teachers spent less than 5% of their language arts block on vocabulary instruction (7.55 minutes). Most of that time was spent on teaching individual word meanings with less time spent on word-learning strategies. As well, the majority of time was spent on teacher-student interactions using both oral and written forms of communication. |
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