The Qualities of Effective Literacy Teachers: The Dynamics of Effective Teachers’ Beliefs, Their Practices and Students’ Responses

Abstract

This study explores effective literacy teachers' beliefs, practices and students' responses in a reading program based on children's literature. Demanding and challenging classroom contexts in this century create a demand for effective teachers to meet the needs of students. This study illuminates the qualities of effective literacy teachers exploring what effective teachers believe about reading and teaching reading, how they reflect and implement their beliefs in their instruction and what impact their beliefs and practices make on students in their life long reading habits. Three effective teachers were the participants of this study. Data was collected through observations of teachers and students, interviews with teachers, teachers' responses to questionnaires, and videotaping of instructional practices. These effective teachers provided literacy instruction within varied contexts. Analysis of the data indicates that they share common qualities that might help teacher education programs to select more effective literacy programs and practices to include in their curriculum.