Longitudinal Investigation of the Effects of Teachers' Reading Instructional Emphasis and Pupil Engaged Time in Reading Instruction on Pupils' Reading Achievement.

Autor/inn/en	Rupley, William H.; McNamara, James F.
Titel	Longitudinal Investigation of the Effects of Teachers' Reading Instructional Emphasis and Pupil Engaged Time in Reading Instruction on Pupils' Reading Achievement.
Quelle	(1978), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Basal Reading; Comparative Analysis; Elementary Education; Grade 3; Grade 6; Reading Achievement; Reading Diagnosis; Reading Instruction; Reading Research; Reading Teachers; Surveys; Teacher Effectiveness; Teacher Role; Teaching Methods; Teaching Styles; Time Factors (Learning) + Suchen Sie Ihr Suchwort? Lesetraining; Elementarunterricht; School year 03; 3. Schuljahr; Schuljahr 03; School year 06; 6. Schuljahr; Schuljahr 06; Leseleistung; Leseunterricht; Leseforschung; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Survey; Umfrage; Befragung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstil; Unterrichtsstil
Abstract	A study was conducted to investigate selected reading instruction process variables employed by third and sixth grade teachers and their effect on pupils' reading achievement, to explore the difference between third and sixth grade teachers' reading instruction process variables, and to investigate the relationship between selected pupil variables and pupils' reading achievement. A sample of 27 third grade teachers and 31 sixth grade teachers were assigned to one of five success status categories based on the pattern of mean reading achievement levels recorded for their actual 1974, 1976, and 1978 classes. The teachers were administered the Survey of Teacher Emphases and Practices in Reading Instruction in 1978. Differences were noted between third and sixth grade instruction in the use of skill books and teacher-made games and individual instruction. Interim findings for 1974 and 1976 indicated a linear pattern of continued emphases; effective teachers of reading reported signficantly different instruction and diagnosis emphases and noted significantly different pupil engaged time in reading instruction than did less effective teachers. However, the 1978 data for this pattern was reversed. Teachers identified as effective for the six-year period reported less emphasis for these components than did the less effective teachers. (MKM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01