Kindergarten Teachers\u27 Conceptions of Reading

This study attempted to identify the reading conceptions of a sample of kindergarten teachers in the state of Utah in terms of five basic approaches to beginning reading. The subjects responded to a survey instrument that included 45 statements about various beginning reading methodologies. The descriptive data generated from the study indicates that no significant differences exist among the teachers\u27 preferences for any of the five conceptions of reading. The data also indicates that no significant differences exist between teacher preferences for content-centered conceptions of reading and pupil-centered conceptions of reading. This apparent lack of a preference for the pupil-centered instruction raises some concerns in light of recommendations presented by seven professional organizations concerning kindergarten reading instruction