Teacher aides' definitions of reading: what understandings of reading underpin their work with students?

Lois Ruth Harris, Christina Davidson, Kerry Therese Aprile

Research output: Book chapter/Published conference paperConference paper

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Abstract

While teacher aides often provide individual and group reading instruction, research suggests these interventions may not always bring about reading gains. This study investigated the definitions of reading teacher aides take to their work with students. Examining spoken and written definitions, it identified six categories classifying participants understandings: Translating, making sense, Contextualising meaning, Generating an affective response, using texts for practical purposes and Growing as a person. While the latter three categories better reflect reading purposes rather than definitions, within the first three categories, Making sense was most prevalent actual definition. The study identifies that teacher aides require better conceptual understandings of the tasks they implement with students; more training is required to effectively undertake instructional roles.
Original languageEnglish
Title of host publication2014 Annual Meeting of the American Educational Research Association
PublisherAmerican Educational Research Association (AERA)
Number of pages26
Publication statusPublished - 2014

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Cite this

Harris, L. R., Davidson, C., & Aprile, K. T. (2014). Teacher aides' definitions of reading: what understandings of reading underpin their work with students? In 2014 Annual Meeting of the American Educational Research Association American Educational Research Association (AERA).
Harris, Lois Ruth ; Davidson, Christina ; Aprile, Kerry Therese. / Teacher aides' definitions of reading : what understandings of reading underpin their work with students?. 2014 Annual Meeting of the American Educational Research Association. American Educational Research Association (AERA), 2014.
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title = "Teacher aides' definitions of reading: what understandings of reading underpin their work with students?",
abstract = "While teacher aides often provide individual and group reading instruction, research suggests these interventions may not always bring about reading gains. This study investigated the definitions of reading teacher aides take to their work with students. Examining spoken and written definitions, it identified six categories classifying participants understandings: Translating, making sense, Contextualising meaning, Generating an affective response, using texts for practical purposes and Growing as a person. While the latter three categories better reflect reading purposes rather than definitions, within the first three categories, Making sense was most prevalent actual definition. The study identifies that teacher aides require better conceptual understandings of the tasks they implement with students; more training is required to effectively undertake instructional roles.",
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Harris, LR, Davidson, C & Aprile, KT 2014, Teacher aides' definitions of reading: what understandings of reading underpin their work with students? in 2014 Annual Meeting of the American Educational Research Association. American Educational Research Association (AERA).

Teacher aides' definitions of reading : what understandings of reading underpin their work with students? / Harris, Lois Ruth; Davidson, Christina; Aprile, Kerry Therese.

2014 Annual Meeting of the American Educational Research Association. American Educational Research Association (AERA), 2014.

Research output: Book chapter/Published conference paperConference paper

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T1 - Teacher aides' definitions of reading

T2 - what understandings of reading underpin their work with students?

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AU - Davidson, Christina

AU - Aprile, Kerry Therese

PY - 2014

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N2 - While teacher aides often provide individual and group reading instruction, research suggests these interventions may not always bring about reading gains. This study investigated the definitions of reading teacher aides take to their work with students. Examining spoken and written definitions, it identified six categories classifying participants understandings: Translating, making sense, Contextualising meaning, Generating an affective response, using texts for practical purposes and Growing as a person. While the latter three categories better reflect reading purposes rather than definitions, within the first three categories, Making sense was most prevalent actual definition. The study identifies that teacher aides require better conceptual understandings of the tasks they implement with students; more training is required to effectively undertake instructional roles.

AB - While teacher aides often provide individual and group reading instruction, research suggests these interventions may not always bring about reading gains. This study investigated the definitions of reading teacher aides take to their work with students. Examining spoken and written definitions, it identified six categories classifying participants understandings: Translating, making sense, Contextualising meaning, Generating an affective response, using texts for practical purposes and Growing as a person. While the latter three categories better reflect reading purposes rather than definitions, within the first three categories, Making sense was most prevalent actual definition. The study identifies that teacher aides require better conceptual understandings of the tasks they implement with students; more training is required to effectively undertake instructional roles.

M3 - Conference paper

BT - 2014 Annual Meeting of the American Educational Research Association

PB - American Educational Research Association (AERA)

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Harris LR, Davidson C, Aprile KT. Teacher aides' definitions of reading: what understandings of reading underpin their work with students? In 2014 Annual Meeting of the American Educational Research Association. American Educational Research Association (AERA). 2014