The Theoretical Orientation to Reading Profile (TORP) was created by Diane Deford to differentiate teachers according to their theoretical orientation to reading instruction. The questions measure preferences toward phonics, skills, and whole language.
In this assignment, you will complete the TORP Profile Survey and write a reflection paper about your literacy teaching preferences.
Step 1. Complete
Print and complete the TORP Profile Survey linked on the Learning Objects page by following the directions.
Step 2. Review
Review your answers and determine your teaching style preference relative to teaching literacy.
Step 3. Reflect
Considers the following questions:
• What is your preference?
• Were there any surprises?
• Does this reflect your current practices?
Step 4. Analyze
Using the anchor text, Discovering the Literacy Gap: A Systematic Review of Reading and Writing Theories in Research (Hodges et al., 2016), found in the Module 2 readings, choose another reading theory that aligns specifically with your context and practice.
Step 5. Write
Write a two-page reflection paper about the survey, your profile, and the implications for future instruction. Be sure to include responses to the questions in Step 3.
Sample Answer
Literacy Teaching Preferences: A Reflection on the TORP Profile and Sociocultural Theory
The Theoretical Orientation to Reading Profile (TORP), developed by Diane Deford, serves as a crucial tool for helping educators articulate and understand their implicit beliefs regarding effective reading instruction. By measuring preferences across three major orientations—Phonics, Skills, and Whole Language—the TORP provides a quantitative snapshot of an educator’s pedagogical alignment. This reflection paper analyzes the results of a simulated TORP profile, discusses its alignment with current teaching practices, and connects the findings to the Sociocultural Theory of Reading, as informed by the systematic review in Discovering the Literacy Gap (Hodges et al., 2016). Ultimately, this analysis will clarify the implications of a balanced, meaning-focused orientation for the design and implementation of future literacy instruction, particularly within a diverse, upper-elementary classroom setting.
The TORP Profile: A Skills-Based, Meaning-Focused Preference
For the purposes of this reflection, the completed TORP Profile Survey revealed a clear preference leaning toward an integrated approach that heavily weights Skills and Whole Language orientations, while maintaining a foundational but secondary commitment to Phonics.
The simulated scores broke down as follows:
Phonics Orientation: Low-Moderate Score (Reflecting belief in foundational phonological awareness, but not as the sole driver of instruction).
Skills Orientation: High Score (Reflecting belief that discrete, systematic skills—such as identifying main idea, summarizing, comparing, and understanding text structure—are critical to comprehension development).
Whole Language Orientation: High Score (Reflecting belief that reading is a process of constructing meaning, where the text, the reader’s background knowledge, and the social context are prioritized over isolated sub-skills).