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Abstract A four year‐study of teacher beliefs and conceptions about reading is reported. Teacher beliefs were determined outside the classroom context and while conducting instruction. It was determined that classroom teachers can articulate theories of reading outside the classroom but that their actual instructional practice is governed by a complex set of contextual factors. It is concluded that reading educators must not only teach reading theory but must also help teachers apply theory to the complex instructional context of classrooms.
Duffy et al. (Sun,) studied this question.