In-the-Moment Teaching Decisions in Primary Grade Reading: The Role of Context and Teacher Knowledge

Abstract

This study provides insight into the in-the-moment teaching decisions made during reading instruction in the primary grades. Eight exemplary teachers of reading drew upon pedagogical knowledge and pedagogical content knowledge to make these in-the-moment decisions. Findings indicate the focus of teachers’ in-the-moment decisions varied depending on the instructional context. Teaching decisions made during whole-group lessons tended to focus on motivation, engagement, and comprehension. In contrast, small-group lessons and individual conferences allowed for more individualized and student-specific teaching decisions by emphasizing problem-solving strategies, assessment, and word study. Small-group instruction emerged as a particularly significant context for in-the-moment teaching decisions as it allowed for more frequent in-the-moment teaching decisions than whole-group instruction or individual conferences.