Publication Date

2015

Abstract

While teacher aides often provide individual and group reading instruction for at-risk readers, research suggests these interventions may not always bring about reading gains. This Australian study investigated upper primary school teacher aides’ definitions of reading, drawing on semi-structured interview responses and written definitions examined via categorical analysis. The analysis identified six categories classifying participant understandings: Translating, Making sense, Contextualising meaning, Generating an affective response, Using texts for practical purposes, and Growing as a person, with Making sense the most prevalent actual definition. Definitions did not include critical understandings of reading or digital reading practices. The study identifies that teacher aides require better conceptual understandings of reading, especially within upper primary or secondary contexts. However, if teacher aides are expected to obtain further educational credentials or professional learning, careful consideration is also needed about how these increased expectations should impact teacher aide status, working conditions, and remuneration in schools.

School/Institute

Institute for Learning Sciences and Teacher Education

Document Type

Journal Article

Access Rights

ERA Access

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