The Relationship Between the Implicit Theories of Intelligence and Reading Theory of Preservice Teachers in Master’s Level Deaf Education Preparation Programs

Abstract

Deaf and Hard of Hearing (D/HH) teachers’ personal implicit theories of intelligence and the influence this has on their theoretical orientation toward reading, are factors in teaching deaf students. These factors are not well understood or researched. Research regarding literacy in deaf education has primarily focused upon the student. There has been little focus on the theoretical orientations of reading that the teacher holds and the impact these held theories may have in deaf education. The researcher conducted a study of preservice teacher candidates in master level D/HH programs in the contiguous 48 states of the United States to see if a relationship existed between the Implicit Theory of Intelligence and the Theoretical Orientation to Reading Profile. The researcher used The Implicit Theories of Intelligence Scale (ITIS) and the Theoretical Orientation to Reading Profile (TORP) questionnaire that were provided to students in 34 master level D/HH preparation programs, which resulted in a sample of 35 respondents. Quantitative, statistical analyses of responses were completed to seek correlations between the two theories as well as correlations between the questions on the scales themselves. The results of these analyses indicated correlations between the ITIS and the TORP sum scores of the respondents. In addition, correlations were found between the sum scores and questions on each scale as well as between the questions on the scales themselves. The data supported the research question that the Implicit Theory of Intelligence teachers hold impacts the reading theory they ascribe to.