Primary Teachers' Knowledge and Beliefs as Predictors of Intention to Provide Evidence-Based Reading Instruction

• Main Author: Harrold, Brandi
• Format: Others
• Language: en
• Published: ScholarWorks 2019
• Subjects: Evidence-based Reading Instruction; Implicit Theory of Intelligence; Teacher Beliefs; Teacher Knowledge; Theory of Planned Behavior; Educational Psychology
• Online Access: https://scholarworks.waldenu.edu/dissertations/7011; https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=8290&context=dissertations

Primary teachers in the United States accept responsibility for teaching children how to read, and the instruction they provide results in reading proficiency for approximately 37% of students. Although researchers have established a relationship between teacher-related factors and students' performance in reading, they have not yet been able to identify the combination of teacher characteristics that best predicts teachers' intention to provide evidence-based reading instruction. The purpose of this study was to examine the relationships among teacher knowledge, teacher beliefs, and intention to provide evidence-based reading instruction using a conceptual framework that integrated the theory of planned behavior with the implicit theory of intelligence. An online survey was used to gather data from a convenience sample of 37 primary teachers in the United States to examine characteristics effective reading teachers have in common. The results of multiple regression analysis indicated different patterns for different groups of readers. For beginning readers, teachers' behavioral beliefs was the only significant predictor of intention to provide evidence-based reading instruction. For struggling readers, teacher knowledge of reading disabilities was the only significant predictor of intention. This study provided additional evidence of deficits in teachers' knowledge of basic language concepts and reading disabilities. Identifying teacher characteristics that influence students' reading proficiency outcomes may inform efforts to improve professional development and teacher preparation programs to better support and prepare teachers to ensure successful reading outcomes for all children.