College of Education
Date of Award
12-2004
Document Type
Research Project Report
Degree Name
Master of Arts (MA)
Department
Education
First Advisor
Jeannine Hurst, Ph.D.
Second Advisor
Peter Ienatsch, Ph.D.
Third Advisor
Steve Jenkins, Ed.D.
Abstract
This survey research study was utilized to explore participants’ views and knowledge of balanced literacy programs before and after a 45-hour graduate level literacy course and to document any changes using the Theoretical Orientation to Reading Profile (TORP; Deford, 1985) questionnaire. The TORP’s main purpose is to designate the philosophical position of individuals on their preferences to teaching reading. The TORP examines orientation to phonics, skills, and whole language. Twenty-seven participants who designated themselves either as established school administrators or graduate students pursuing Master’s degrees in Educational Leadership or Reading were surveyed at the beginning and end of the course to examine their philosophical inclinations to the teaching of reading instruction. The data collected reflected information that administrators will be able to consider when choosing effective reading programs for their educational institutions
Recommended Citation
Sotelo, Guadalupe, "An Examination of the Theoretical Orientation to Reading Profile (TORP): Results of Selected Graduate Students in a Literacy Course" (2004). College of Education. 70.
https://falconcommons.utpb.edu/utpb-edu/70
Included in
Community-Based Learning Commons, Community-Based Research Commons, Higher Education Commons, Quantitative, Qualitative, Comparative, and Historical Methodologies Commons