Teachers' Interactions with Reading Groups of Differing Ability Levels. [Report No.: R&DCTE-R-4093

Autor/inn/en	Martin, Jeanne; Evertson, Carolyn M.
Institution	Texas Univ., Austin. Research and Development Center for Teacher Education.
Titel	Teachers' Interactions with Reading Groups of Differing Ability Levels. [Report No.: R&DCTE-R-4093
Quelle	(1980), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Ability Grouping; Elementary Education; Grouping (Instructional Purposes); Interaction Process Analysis; Reading Ability; Reading Instruction; Reading Research; Reading Teachers; Student Teacher Relationship; Teacher Attitudes; Teacher Behavior + Suchen Sie Ihr Suchwort? Homogene Gruppierung; Niveaugruppierung; Streaming; Elementarunterricht; Grouping; Gruppenbildung; Prozessanalyse; Reading competence; Lesekompetenz; Leseunterricht; Leseforschung; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Lehrerverhalten; Teacher behaviour
Abstract	A study was conducted to determine (1) if teachers treated differing ability reading groups within their classes differently, (2) if teacher behaviors affected mean group achievement, and (3) if so, if that effect was similar for both high and low achieving reading groups. The study involved 14 classes, 39 reading groups, and 277 students. The number of reading groups in each class varied from two to four, and the number of students in each reading group varied from four to thirteen. Classroom observers recorded academic interactions between teacher and student that were initiated by the teacher. The results showed that teachers used more nonvolunteer selection, preselection, and volunteer selection in lower ability reading groups than in higher ability groups. In addition, even though students in lower ability groups were reading on a lower level and answering more questions incorrectly than their peers in higher achieving groups, teachers praised them more often. Overall, teachers appeared to accommodate their behavior to the ability level of the reading group; however no significant relationship was found between teacher behaviors and student achievement. (FL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01