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Understanding teacher aides’ definitions of reading : implications for classroom practice
journal contributionposted on 2017-12-06, 00:00 authored by Lois HarrisLois Harris, Christina DavidsonChristina 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.
Category 2 - Other Public Sector Grants Category
Number of Pages18
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External Author AffiliationsCharles Sturt University; School of Education and the Arts (2013- ); TBA Research Institute;