TEACHERS' BELIEFS ABOUT GOOD READING INSTRUCTION

Some studies have explored the nature and the genesis of reading teachers' instructional orientations, but few studies have considered a range of possible predictors of these theoretical orientations. The present study involved 225 primary teachers who provided information regarding 14 predictor variables and their orientations toward three instructional emphases: graphophonics, skills, and whole language. Two statistically significant prediction equations that involved independent dynamics were identified.