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| Autor/in | Koenke, Karl |
|---|---|
| Titel | Ascertaining Knowledge of Reading with the Artley-Hardin Inventory. |
| Quelle | (1975), (18 Seiten)
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| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Higher Education; Reading Instruction; Reading Research; Reading Tests; Teacher Education; Teacher Qualifications; Teachers |
| Abstract | The Inventory of Teacher Knowledge of Reading was administered to a sample of 60 freshmen, 60 juniors, and 60 seniors in elementary education at the University of Illinois. In addition, it was administered to 60 experienced teachers who had not attended the University of Illinois as undergraduates. An analysis of variance of the test scores was significant (F=74.7) and a Newman Keuls showed that the scores of the freshmen, juniors, and seniors were significantly different. Seniors' and experienced teachers' scores did not differ. Items were assigned to the knowledge categories identified by the test authors. Fifty percent of the items were assigned to three knowledge categories by three reading specialists. These categories were reading readiness, word perception, and comprehension-critical reading. KR20 coefficients were too low to suggest use of knowledge categories as subscales. Items with the best characteristics were identified for use as a possible short-form. (Author/MKM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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