| There is a debate concerning whether teacher candidates in colleges of education are learning the necessary reading strategies to promote successful reading achievement and whether teacher candidates see these strategies used in K--6 classrooms. The purpose of this study was to investigate the teaching of research-based reading strategies in college classrooms as different from the reading strategies that cooperating teachers are reinforcing as seen through the eyes (perception) of the teacher candidates. The sample included 10 college teachers, 35 cooperating teachers, and 35 teacher candidates. Selected participants were invited to provide information. Data for the 13 selected reading strategies were completed and analyzed by descriptive and inferential statistical methods. Most of the college teachers modeled the 13 strategies, and a range of responses (0--77%) were reported by teacher candidates as having seen them modeled. Cooperating teachers reported modeling a range for the 13 strategies (32--81%); however, teacher candidates reported observing the strategies being modeled as a range of 3--69%. Review of the comparisons indicated that the null hypothesis was accepted: There will be no significant difference in research-based reading strategies told, shown, and modeled in the teacher education program and research-based reading strategies told, shown, and modeled by cooperating teachers as perceived by teacher candidates. Even though best practices in reading strategies are being taught by college faculty and demonstrated by cooperating teachers, according to the perceptions of the teacher candidates, many K--12 students are not performing on grade level in reading, indicating a disconnect exists. |
