| Summary: | This investigation was designed to explore how knowledge and use of the teaching/learning cycle in beginning reading instruction impacts teacher decision-making. Specific questions include'. What changes occur in teacher understandings and practice as the teacher uses the teaching/learning cycle? How is student learning affected by these new behaviors? What patterns of behavior characterize changes in teacher's decision-making processes in beginning reading instruction? and How are these changes reflected in student/teacher interactions? Participants in the study included three teachers of beginning reading instruction, one of which was the researcher in the role of participant-observer and nine six-year old students, three from each classroom. The literacy model adopted by the school was based on the teaching/learning cycle which includes four elements: assessment, evaluation, planning, and teaching. Student writing samples, reading running records, informal assessments, teacher monitoring notes and anecdotal records, action plans, lesson plans, interviews, and observations were used as the primary sources of data. The data collection and analysis were simultaneous and interactive throughout the study following the naturalistic paradigm. Findings suggest that teachers increased use of a variety of assessment tools and became more consistent in basing decisions on the data. Findings further suggest that teachers moved from a deficit model of instruction to building on the strengths of the learner and focusing instruction on one approximation. Findings reveal three common changes in teacher behavior resulted: instruction was assessment driven, resources and strategies were selected more intentionally, and instruction was modified based on student behaviors during lessons. Teacher responses indicated changes in use of planning time, more reflective practice, and the development of clearer understandings and practice about teaching and learning and the reading and writing processes. Contextual supports for teacher change included administrative expectations, collaborative learning environment through coaching and dialogue, and the acceptance of their own approximations as learners.
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