Purpose: Nearly 50 years ago, Durkin (1978-1979) conducted a seminal observation study on reading comprehension teaching in Grades 3 through 6. She reported that teachers rarely taught reading comprehension (less than 1% of instructional time). Since then, we have gained substantial knowledge about teaching reading comprehension. We aimed to…

There is extensive empirical research on principles of effective teacher professional development (PD). However, teachers' expectations of PD and how well these align with scientific recommendations are only rarely addressed. N = 125 teachers were presented with video vignettes on two evidence-based interventions of varying complexity for which…

Training preservice teachers as teachers of reading is a complex task, as is reading itself. Preservice teachers need to understand the theory that underpins practice; the cognitive skills and knowledge required to read and the contextual factors that impact beginner readers. This longitudinal, mixed-methods study evaluates the benefits for…

Aim: This position paper illustrates prominent theories of reading comprehension and considers how these models have informed reading instruction within the classroom. It then considers how reading comprehension can be supported by educational psychologists (EPs). Methods: This paper presents five sociocultural models of reading comprehension.…

This book aims to provide a resource to individuals involved with teaching, teacher education, and teachers' and teacher educators' professional learning (i.e., professional development), exploring the activities and roles of individuals whose primary professional homes are university or PK-12 school settings but who engage in boundary-spanning…

Much has been written about the decline in Australian literacy standards, as measured by international tests, and concerns have been expressed about the quality of teacher preparation for teaching early literacy to young children in their first years of school. Preservice teacher knowledge of research evidence supporting the essential components…

Individual telephone interviews with 11 Australian beginning teachers who were newly appointed, or seeking a teaching position, were used to explore their perceptions of their preparation to teach early reading. Interviewees provided self-ratings of preparedness and ability to teach early reading, information about their knowledge of early reading…

A reflection about two classroom experiences is presented in the attempt to incorporate the Logic of Sense into the notion of inquiry for learning. The author used the method of Experimentation introduced by Deleuze and Guattari, who based its principles on philosophical conceptions by Baruch Spinoza. The first experience is conducted with…

We want all children to love reading, and Which Book and Why demonstrates how effective guided reading for children in Foundation Stage and Key Stage 1 can help teachers make this happen. Balancing theory and practice, this book explores how schools and teachers can implement guided reading more confidently and more effectively. Which Book and Why…

This present study reports the impact of a research-practice partnership among nine collaborating schools and researchers in Auckland, New Zealand. The goals of the partnership were to refine digital instruction in ways that would result in improved learning processes and achievement. The partners employed a design-based research approach to…

The report portrays a theory-practice psychology course on reading education in a German teacher education programme. Having completed a theoretical course phase that is largely based on knowledge from cognitive and educational psychology, pre-service student-teachers applied their acquired knowledge by working with a fifth-grader in five…

This paper outlines the theory of the six-step method developed by personnel in the Language and Learning department at Caledonian College of Engineering, Oman. The paper further illustrates the application of this method in teaching Project, Listening, Reading, Writing, and Speaking & Debate at Foundation level. The assumption in applying the…

This study had two main aims: first, to offer a descriptive account of shared reading program using an evaluative lens and second, to examine whether teachers' perceptions of the importance of phonological awareness, word decoding, and text comprehension in helping young learners develop their reading abilities were indeed emphasized during…

Christine Garbe, a professor at the Institute for German Language and Literature Education at Leuphana University in Lueneburg, Germany, initially focused her research on youth's socialization as readers. Her professional textbooks in this area are innovative. International comparisons of youth's reading achievement drew her attention to…

This article charts the progress of one cohort of student-teachers (variously known as beginning teachers and pre-service teachers) training to teach English in London secondary schools during 2008-9. The research focuses specifically on the experiences which facilitate their development as confident and creative teachers and assessors of reading…