Validating the Construct of Theoretical Orientation in Reading Instruction

WHILE IT is generally accepted that the teacher is an important factor related to success in learning to read, studies exploring the teacher variable have resulted in more questions than answers. This is due partly to measurement problems; reliable instrumentation and research methodologies simply have not been developed. This study validated an instrument to determine a teacher's theoretical orientation to reading instruction. The instrument, the DeFord Theoretical Orientation to Reading Profile (TORP), uses a Likert scale response system to determine teacher beliefs about practices in reading instruction. Three phases of data collection were utilized to evaluate the reliability of the instrument: (a) Administration to a sample of 90 teachers of known theoretical orientation; (b) comparison of responses by three judges from the field of reading as to their concordance on the profiles expected from phonics, skills and whole language respondents; and (c) observation of 14 teachers by trained observers who in turn predicted the responses of the teachers on the instrument. Through use of descriptive data, factor analysis and discriminant analysis, the TORP was proven a reliable, valid instrument for discriminating teachers as to their theoretical orientation to reading.