Date of Award
Master of Arts (MA)
The purpose of this study was to examine the relationship between primary grade teachers' theoretical orientation to reading and their endorsement of developmentally appropriate practices, as well as to determine the relationship between certain demographic variables and theoretical orientation to reading. The study consisted of a survey sent through inter-school mail to 156 randomly selected kindergarten through third grade teachers in Millard, Nebraska, Public Schools. The survey included the DeFord Theoretical Orientation to Reading Profile and the Smith Primary Teacher Questionnaire, as well as questions about the respondent's age, teaching experience, grade level taught, and educational background. The relationships among the variables were assessed using correlational analysis and a one-way analysis of variance with a posteriori multiple comparisons. Results indicated that there is a correlation between primary grade teachers' theoretical orientation to reading and their endorsement of developmentally appropriate practices. There were also correlations between theoretical orientation to reading and some of the demographic variables, especially grade level taught and educational background in reading and early childhood education.
Ketner, Carla S., "The Relationship between Primary Grade Teachers' Theoretical Orientation to Reading and Endorsement of Developmentally Appropriate Practice" (1994). Student Work. 2437.