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A survey of Spanish teachers' belief...

Gebel, Terri Ann.

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A survey of Spanish teachers' beliefs and practices for teaching reading in a second language.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A survey of Spanish teachers' beliefs and practices for teaching reading in a second language./
Author:	Gebel, Terri Ann.
Description:	194 p.
Notes:	Source: Dissertation Abstracts International, Volume: 61-06, Section: A, page: 2238.
Contained By:	Dissertation Abstracts International61-06A.
Subject:	Education, Reading. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9975815
ISBN:	059981487X

A survey of Spanish teachers' beliefs and practices for teaching reading in a second language.
Gebel, Terri Ann.

A survey of Spanish teachers' beliefs and practices for teaching reading in a second language. - 194 p.

Source: Dissertation Abstracts International, Volume: 61-06, Section: A, page: 2238.

Thesis (Ph.D.)--The University of Iowa, 2000.

This study investigated secondary Spanish language teachers, stated beliefs about the construct of reading in a second language, their knowledge about students' roles in the reading process, their preparation to teach reading in a second language and their reported practices of teaching reading in a second language. Because research in teachers, beliefs has established that beliefs may be one of the most effective influences on teachers' practices, this study intended to determine if the stated beliefs were practiced in the secondary, Spanish language teachers, classroom.

ISBN: 059981487XSubjects--Topical Terms:

1017790
Education, Reading.

A survey of Spanish teachers' beliefs and practices for teaching reading in a second language.
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100 1 $a Gebel, Terri Ann. $3 1950804
245 1 2 $a A survey of Spanish teachers' beliefs and practices for teaching reading in a second language.
300 $a 194 p.
500 $a Source: Dissertation Abstracts International, Volume: 61-06, Section: A, page: 2238.
500 $a Supervisors: Leslie Schrier; M. Chaloub-Deville.
502 $a Thesis (Ph.D.)--The University of Iowa, 2000.
520 $a This study investigated secondary Spanish language teachers, stated beliefs about the construct of reading in a second language, their knowledge about students' roles in the reading process, their preparation to teach reading in a second language and their reported practices of teaching reading in a second language. Because research in teachers, beliefs has established that beliefs may be one of the most effective influences on teachers' practices, this study intended to determine if the stated beliefs were practiced in the secondary, Spanish language teachers, classroom.
520 $a A survey was mailed to 500 secondary Spanish language teachers who were current members of the American Association of Teachers of Spanish and Portuguese (AATSP). The survey was divided into four sections: (a) the teachers, beliefs about reading in a second language; (b) the teachers' concepts of students, roles in reading; (c) teachers' preparation, training for and engagement in the teaching of reading in a second language; and, (d) demographics. A closed statement format with a Likert scale was used. A section for personal comments was also included and many respondents did share additional commentaries.
520 $a The results concluded that secondary Spanish language teachers have strong beliefs about the construct of reading. They believe it to fundamental to second language acquisition and that it should be taught in the early stages of second language learning. The respondents revealed that they were quite knowledgeable about reading and its objectives.
520 $a An obvious finding was that the preparation to teach reading in a second language was extremely limited for the majority of the respondents. Their personal comments expressed a need and desire for such training.
520 $a A final conclusion to be made from the study is that the respondents' stated beliefs and their reported practices evidenced many inconsistencies. These consistencies included reading and prereading strategies, technology use, and time allotted for reading in class. The respondents' practices did not support their stated beliefs.
590 $a School code: 0096.
650 4 $a Education, Reading. $3 1017790
650 4 $a Language, Modern. $3 1018098
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690 $a 0291
710 2 0 $a The University of Iowa. $3 1017439
773 0 $t Dissertation Abstracts International $g 61-06A.
790 1 0 $a Schrier, Leslie, $e advisor
790 1 0 $a Chaloub-Deville, M., $e advisor
790 $a 0096
791 $a Ph.D.
792 $a 2000
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9975815