Abstract
Abstract The purpose of the present study was to investigate whether there is evidence to support the existence of a shared paradigm of pedagogical knowledge in elementary reading methodology textbooks. To accomplish this purpose, a computer‐based citation concordance was prepared that represented 5,760 references from 12 elementary reading methodology textbooks with copyright dates ranging from 1985 to 1989. The results suggest the existence of a shared paradigm of pedagogical knowledge in elementary reading methodology textbooks. The shared paradigm is not sharply defined and unambiguous in content, instead, it is composed of a complex amalgam of knowledge on philosophies, principles and practices representing a variety of perspectives.
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