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Understanding teacher aides’ definitions of reading : implications for classroom practice

journal contribution
posted on 2017-12-06, 00:00 authored by Lois HarrisLois Harris, Christina Davidson, Kerry AprileKerry Aprile
While teacher aides often provide individual and group readinginstruction for at-risk readers, research suggests these interventions may not always bring about reading gains. This Australian study investigated upper primary school teacher aides’ definitions of reading, drawing on semi-structured interview responses and written definitions examined via categorical analysis. The analysis identified six categories classifying participant understandings: Translating, Making sense, Contextualising meaning, Generating an affective response, Using texts forpractical purposes, and Growing as a person, with Making sense the most prevalentactual definition. Definitions did not include critical understandings of reading ordigital reading practices. The study identifies that teacher aides require betterconceptual understandings of reading, especially within upper primary or secondarycontexts. However, if teacher aides are expected to obtain further educational credentialsor professional learning, careful consideration is also needed about howthese increased expectations should impact teacher aide status, working conditions,and remuneration in schools.

Funding

Category 2 - Other Public Sector Grants Category

History

Volume

42

Issue

5

Start Page

627

End Page

644

Number of Pages

18

eISSN

2210-5328

ISSN

0311-6999

Location

Netherlands

Publisher

Springer

Language

en-aus

Peer Reviewed

  • Yes

Open Access

  • No

External Author Affiliations

Charles Sturt University; School of Education and the Arts (2013- ); TBA Research Institute;

Era Eligible

  • Yes

Journal

Australian educational researcher.