The reliability and predictive validity of teachers' self-reports on their use of instructional reading stategies /
This research involved examining the reliability and, using observations, the validity of teacher self-reports over a one year period. Forty-two elementary teachers reported their use of twenty reading strategies at the beginning-of-the-year based on previous years' experiences, a two-week dail...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
2000.
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| Subjects: | |
| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=727712271&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | This research involved examining the reliability and, using observations, the validity of teacher self-reports over a one year period. Forty-two elementary teachers reported their use of twenty reading strategies at the beginning-of-the-year based on previous years' experiences, a two-week daily report kept during the spring semester, and an end-of-year reflection of the current teaching year. In addition, their students' achievement was measured using the Cognitive Based Literacy Assessment - Revised developed in cooperation with university faculty and the local school district. The test included contextual phonics, cipher knowledge, word recognition, content knowledge, domain knowledge, and discourse knowledge as related to both narrative and expository comprehension. The rating of twenty reading strategies were factor analyzed, resulting in three factors labeled Comprehension Explicit strategies, Expository Explicit strategies, and Language Approach strategies. All reliability analyses were based on the three derived factor scores for each instrument and observational form. Reliability was shown to be good for Comprehension and Expository Explicit but lower for Language Approach. Validity of the self-reports of teaching strategy use was examined through observation and modeling of instructional effects in Nichols' (1995) model of reading. Validity of the self-report factors of Comprehension Explicit and Expository Explicit was supported. In structural equation modeling of the instructional strategy factors, the effects were generally small or nonsignificant. Only at second grade was the theoretical model fit well and with significant direct effect of instruction on expository comprehension. |
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| Item Description: | Vita. "Major Subject: Curriculum and Instruction". |
| Physical Description: | x, 142 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 111-126). |