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.
Available at: http://works.bepress.com/kathleen_roskos/41/