Reading Methods Course Research Articles

Field‐experience reading interns profile the effective/ineffective university supervisor

Abstract A review of the teacher education literature suggests that, with one exception, the area of early field‐based education is still virtually unstudied. This study explores the role of the university supervisor, a role that has come under sharp criticism of late, in early field‐based reading education programs. It examines reading interns’ perceptions of what it is that distinguishes effective from ineffective university supervision during two required field‐based reading methods courses. Subjects were Early Childhood Education majors drawn from students enrolled in several sections of two field‐based reading methods courses. The materials used were two questionnaires composed of open‐ended questions designed specifically to tap students’ perceptions of the university supervisor's role in their field experiences. Responses obtained from 83 completed questionnaires fell into three areas: the attitude of the university supervisor, the supervisor's handling of the observation process, and the manner of feedback utilized by the supervisor.

The infusion of multicultural education in teacher education programmes with specific focus on reading methods courses

Abstract Multicultural education, a dominant theme in education over the past decade, is often viewed narrowly as an effort to enhance race relationships. In actuality the term multicultural implies much more. Current usage connotes the role of education as a transmitter of understandings of all cultures—e.g. the culture of the aged, the religious, the poor, the rich, the handicapped, the gifted, the ethnic minorities— the cultures of the world. This focus reflects an educational philosophy which encompasses a broad awareness of individual differences and worth. For colleges of education to plan effectively for the infusion of multicultural concepts in teacher preparation programmes, the involvement of the total faculty is imperative. This paper presents suggestions for implementation which involve three levels—the college level, the departmental level, and the course level—with specific emphasis directed toward the integration of multicultural education into already overburdened reading methods courses w...

Does the reading methods course make a difference?

Abstract Students enrolled in an introductory methods course responded to an inventory of tasks in the teaching of reading at the beginning and again at the conclusion of the course, selecting tasks deemed most and least important in elementary reading instruction. Chi Square and correlational analyses revealed significant changes in students' perceptions of task importance from beginning to end of the course. Changes revealed a heightened concern for individualized assessment and instruction, skill development and motivation for reading.

Learning modules: Individualizing the reading methods course

(1977). Learning modules: Individualizing the reading methods course. Reading World: Vol. 16, No. 4, pp. 305-311.

Changes in beliefs and attitudes as a result of a reading methods course

Changes in beliefs and attitudes as a result of a reading methods course