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European Journal of Investigation in Health, Psychology and Education is published by MDPI from Volume 10 Issue 1 (2020). Previous articles were published by another publisher in Open Access under a CC-BY (or CC-BY-NC-ND) licence, and they are hosted by MDPI on mdpi.com as a courtesy and upon agreement with University Association of Education and Psychology.
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Article

What Learning Theories of Reading are Attributed by Teachers who Teach Reading with Different Teaching Method?

by
Natalia Suárez
1,*,
Cristina Rodríguez
2,
Isabel O’Shanahan
1 and
Juan E. Jiménez
1
1
Departamento de Psicología Evolutiva y de la Educación. Facultad de Psicología, Universidad de la Laguna. Campus de Guajara, s/n. Despacho B3-02. C.P.: 38200. La Laguna, Tenerife (España)
2
Universidad de Amsterdam (Países Bajos)
*
Author to whom correspondence should be addressed.
Eur. J. Investig. Health Psychol. Educ. 2014, 4(1), 55-65; https://doi.org/10.3390/ejihpe4010005
Submission received: 20 February 2013 / Revised: 8 March 2013 / Accepted: 7 January 2014 / Published: 7 January 2014
Versions Notes

Abstract

The aim of this study was to analyze the teacher´s theories about learning to read and reading instruction that claim to use in the classroom. To do this, we selected a total sample of 522 kindergarden and primary teachers in service who completed an attributional questionnaire across the tutorial program LETRA (www.programaletra.ull.es). The results showed that teachers attributed theories of learning to read with a sociocultural orientation lean more towards a mixed method, teachers who share a behavior approach consider that the repetition in your workouts and instruction is important to teach reading, are more inclined to use a syllabic method and mixed. Moreover, the results indicate that teachers who hold constructivist theory they select whole-language and mixed approaches for teaching reading to their students.
Keywords: Teacher’s beliefs; implicit theories; learning theories; Letra program; reading instruction Teacher’s beliefs; implicit theories; learning theories; Letra program; reading instruction

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MDPI and ACS Style

Suárez, N.; Rodríguez, C.; O’Shanahan, I.; Jiménez, J.E. What Learning Theories of Reading are Attributed by Teachers who Teach Reading with Different Teaching Method? Eur. J. Investig. Health Psychol. Educ. 2014, 4, 55-65. https://doi.org/10.3390/ejihpe4010005

AMA Style

Suárez N, Rodríguez C, O’Shanahan I, Jiménez JE. What Learning Theories of Reading are Attributed by Teachers who Teach Reading with Different Teaching Method? European Journal of Investigation in Health, Psychology and Education. 2014; 4(1):55-65. https://doi.org/10.3390/ejihpe4010005

Chicago/Turabian Style

Suárez, Natalia, Cristina Rodríguez, Isabel O’Shanahan, and Juan E. Jiménez. 2014. "What Learning Theories of Reading are Attributed by Teachers who Teach Reading with Different Teaching Method?" European Journal of Investigation in Health, Psychology and Education 4, no. 1: 55-65. https://doi.org/10.3390/ejihpe4010005

APA Style

Suárez, N., Rodríguez, C., O’Shanahan, I., & Jiménez, J. E. (2014). What Learning Theories of Reading are Attributed by Teachers who Teach Reading with Different Teaching Method? European Journal of Investigation in Health, Psychology and Education, 4(1), 55-65. https://doi.org/10.3390/ejihpe4010005

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