We predicted no relationships between theoretical orientation and measures of structure. The results suggest that theoretical orientation toward reading predicts little about the structure of teachers’ cognitive maps.


Macalester College

As in previous studies using the TORP, subjects’ phonics scores correlated highly with their skills scores, and inversely with their whole-language scores.

TORP Scores Results(Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps)

Mergendoller, J., Sacks, C., 1994. Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps. Beryl Buck Institute for Education, Novato, CA, U.S.A. Teaching & Teacher Education, Vol IO, No 6, pp. 589-599, 1994. 

Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps

TORP Scores. Structural measures (Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps)

- Researchers predicted that teachers with whole language theoretical orientations would emphasize affect, individual differences, and outside class activities more than teachers with phonics orientations.

- For both affect and individual differences, all six correlations were in the predicted direction, two reached statistical significance (.05 level, two-tailed tests), and two approached significance. These correlations provide moderate support for the hypotheses for affect and individual differences, but not for outside class activities. In fact, correlations for outside class activities were in the opposite direction from predictions, significantly so at time 1


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