Literaturnachweis - Detailanzeige
| Autor/in | Goolsby, Thomas M., Jr. |
|---|---|
| Titel | Validation and Use of "Primary Level Self-Administered Sequential Reading and Social Science Curriculum" for the Disadvantaged Student. |
| Quelle | , (21 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Cognitive Development; Disadvantaged Youth; Elementary School Students; Evaluation Methods; Feedback; Instructional Materials; Learning Readiness; Listening Skills; Program Effectiveness; Programed Instruction; Reading Readiness; Reading Skills; Social Studies; Validity |
| Abstract | Materials and methods of instruction, adequacy of facilities, teacher quality, and motivation are influential factors in the quality of learning. Language and verbal ability are functions determining achievement in all subject areas. A reading and social science curriculum was designed from this perspective, using a previously-developed listening curriculum as a model. The child is introduced to the reading and social science curriculum at the level where his individual progress has been assessed. Short reading passages concerned with the site, route, and boundary components of a functional community, are followed by multiple choice questions. This technique is considered important because it encourages student independence and self direction, facilitates the acquisition of social science knowledge and the understanding of reading skills, and provides not only a source of immediate feedback but an evaluation method also. The intent is to use the materials for training in language development of reading skills. The procedures to validate the curriculum materials and ascertain their effectiveness in developing reading skills and improving achievement levels are described in detail, including the study sample, the measurement instruments, the data-gathering process itself, and the statistical analysis. (TA) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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