Skip to main content
Article
REFLECTION AND LEARNING TO TEACH READING: A CRITICAL REVIEW OF LITERACY AND GENERAL TEACHER EDUCATION STUDIES
Journal of Literacy Research (2001)
  • Kathleen A. Roskos, John Carroll University
  • Carol Vukelich
  • Victoria Risko
Abstract

The article provides a comparative analysis of 54 reflection studies involving literacy and general teacher education in order to clarify the concept of reflection and learning to teach reading in the U.S. It is observed that the power of reflection goes to the core of the instructional systems. It is not just a tool of skilled practice, but also a feeling that helps reading educators to teach effectively. About five interpretive patterns that characterize researchers' conceptualizations and problem solving were explored in an inductive paradigmatic analysis.

Disciplines
Publication Date
December, 2001
Citation Information
Kathleen A. Roskos, Carol Vukelich and Victoria Risko. "REFLECTION AND LEARNING TO TEACH READING: A CRITICAL REVIEW OF LITERACY AND GENERAL TEACHER EDUCATION STUDIES" Journal of Literacy Research Vol. 33 Iss. 4 (2001)
Available at: http://works.bepress.com/kathleen_roskos/41/