| This study explored the major changes in reading instructional methods, as perceived by teachers and principals at a primary school serving a rural, mountain community, that have occurred over the past twenty years, the process teachers followed in implementing these changes, and the factors that influenced the teachers' changes. The study employed an ethno-historical approach. Participants included two kindergarten teachers, two first grade teachers, past and current principals, the school's Title 1 reading teacher, and the Literacy Coordinator for the county in which the school was located. Data included interviews and document review.;Data analysis revealed four main themes for discussion: the history of reading instruction over the past twenty years as perceived by the participants, the process of changing reading instructional methods, factors influencing change, and the pursuit of uniformity. Analysis suggested that whole language was considered the most prominent shift in emphasis in reading instruction during the past twenty years at the school. A model of the process of change undertaken by the teachers is presented. Steps in this process of changing reading instructional methods included resistance, exploration, implementation, and adaptation. Five major factors influencing change emerged from the data: accountability standards, instructional materials, students' needs, principals, and teacher autonomy. Analysis of the data also revealed a pursuit by both the principals and teachers to make instruction more uniform in their school. |
