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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    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).