Teachers' knowledge of reading instruction: A description and investigation of effects

This study reports on a secondary analysis of international data to describe reading instruction in one educational system and to investigate teacher and student variables of instruction. First- and second-order factor analyses identified two approaches to reading instruction: (a) comprehension strategies in communicative contexts, anti (b) teacher-centered instruction of hierarchical skills. Based on factor scores, cluster analysis revealed four teacher groups, none of which represented paradigms in the literature. No relationships between instructional approach and teacher background, student background, and student achievement were found. Finding that move than 80% of teachers were eclectic challenges claims of revolution in reading instruction and suggests evolution.