From techniques to process: Explorations beneath the tip of the iceberg

Abstract

This article examines the nature of reading instruction in classrooms across the country, considers why problem situations exist, and suggests strategies for improvement. Recent observational studies suggest that reading instruction may be characterized as materials dominated. This mechanistic kind of instruction has been widely criticized. Research on teacher planning and decision‐making provides some insight into why the situation exists. Among the many sources of information that influence teachers’ decisions about reading instruction, the least influential appears to be theoretical knowledge of the reading process. Suggestions are made for refocusing preservice and inservice education to help teachers make informed instructional decisions independent of manuals and materials.