PURPOSE We report findings from a survey of elementary teachers regarding reading instruction. The purpose was to examine teachers' beliefs about how children in the first 7 years of schooling develop reading comprehension skills and to characterize the self-reported practices and strategies they use to support children to comprehend connected text. METHOD A web-based survey was used to collect data from 284 Australian elementary teachers about their beliefs and practices regarding reading comprehension instruction. Selected Likert-scale items were aggregated to determine the degree to which participants held "child-centered" or "content-centered" views of reading instruction. RESULTS Australian elementary school teachers hold a wide range of beliefs about reading instruction, some of which are in direct opposition to each other. Our findings indicate low consensus about what elements of instructional practice are useful in classrooms or how time should be apportioned to different tasks. Commercial programs had significant penetration in schools, and many participants reported using multiple commercial programs, with varying degrees of pedagogical harmony. Participants indicated that their most common source of knowledge about reading instruction was their own personal research, with few nominating university teacher education as a primary source of knowledge or expertise. CONCLUSIONS Little agreement exists within the Australian elementary teacher community regarding the ways that reading skills can and should be taught. There is significant room for teacher practice to have improved theoretical underpinnings and to develop a consistent repertoire of classroom practices aligned with these.

中文翻译：

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小学教师对阅读理解教学的看法。

目的我们报告对小学教师进行的有关阅读教学的调查结果。目的是调查教师对儿童在学前 7 年如何发展阅读理解技能的看法，并描述他们用于支持儿童理解关联文本的自我报告的实践和策略。方法 通过网络调查收集了 284 名澳大利亚小学教师的数据，了解他们对阅读理解教学的看法和实践。对选定的李克特量表项目进行汇总，以确定参与者对阅读教学持有“以儿童为中心”或“以内容为中心”观点的程度。结果 澳大利亚小学教师对阅读教学持有广泛的信念，其中一些是直接相互对立的。我们的研究结果表明，对于哪些教学实践要素在课堂上有用，或者时间应该如何分配给不同的任务，人们的共识很少。商业项目在学校中具有显着的渗透力，许多参与者报告使用了多个商业项目，并且教学和谐程度不同。参与者表示，他们最常见的阅读教学知识来源是他们自己的个人研究，很少有人将大学教师教育作为知识或专业知识的主要来源。结论 澳大利亚小学教师界对于如何教授阅读技能以及应该如何教授阅读技能几乎没有达成一致意见。