Reading Teachers' Professional Experiences, Instructions, and Performances of English Learning and Native English-Speaking Students

• In Event: AERA Roundtable Session Wednesday 2:30 pm Four Seasons Ballroom 1
  In Roundtable Session: From Transactive to Transformative: Elevating the Reading Practices of Adolescent Youth (Table 8)

Abstract

Kinds of teachers' professional experience in teaching reading presumably shapes the quality of their reading instruction and, thus, their students' reading performances. This study examines this assumption using the U.S. data from the 2016 Progress in International Reading Literacy Study (PIRLS). It revealed that teachers' accumulated reading teaching experiences negatively influenced their using phonics-based reading instruction but positively shaped their whole-language based instructions. Their interactively developed teaching experiences contributed to teachers using whole-language and phonics based instructions. Neither phonics-based nor whole-language-based instruction influences the reading performance in getting the specific information and interpreting information for English Language Learning (ELL) and native English speaking (NES) students.

Authors

• Jian Wang, Texas Tech University

• Lu Guo, Sam Houston State University

• Nan Wu, Jiangsu Normal University