Date of Award:

5-1982

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

School of Teacher Education and Leadership

Committee Chair(s)

Gail Johnson

Committee

Gail Johnson

Committee

Joan C. Bowden

Committee

Gerald Adams

Abstract

This study attempted to identify the reading conceptions of a sample of kindergarten teachers in the state of Utah in terms of five basic approaches to beginning reading. The subjects responded to a survey instrument that included 45 statements about various beginning reading methodologies.

The descriptive data generated from the study indicates that no significant differences exist among the teachers' preferences for any of the five conceptions of reading. The data also indicates that no significant differences exist between teacher preferences for "content-centered" conceptions of reading and "pupil-centered" conceptions of reading.

This apparent lack of a preference for the "pupil-centered" instruction raises some concerns in light of recommendations presented by seven professional organizations concerning kindergarten reading instruction.

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