Identification of Reading Instructional Practices Employed by Elementary Teachers.

Autor/inn/en	Rupley, William H.; und weitere
Titel	Identification of Reading Instructional Practices Employed by Elementary Teachers.
Quelle	(1981), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Comparative Analysis; Elementary Education; Elementary School Teachers; Grade 3; Grade 6; Longitudinal Studies; Reading Instruction; Reading Research; Success; Teacher Effectiveness; Teaching Methods + Suchen Sie Ihr Suchwort? Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 03; 3. Schuljahr; Schuljahr 03; School year 06; 6. Schuljahr; Schuljahr 06; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Leseunterricht; Leseforschung; Erfolg; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A six-year-long study investigated the reading instructional strategies used by elementary school teachers and identified those strategies used by effective and less effective teachers. At two-year intervals, all third and sixth grade teachers who taught reading in self-contained classrooms were classified as high, average, or low effective teachers. Effectiveness was determined by comparing students' predicted end of year reading achievement with their actual performance. The 64 teachers in the study also completed questionnaires that elicited information about their instructional practices, including skill sequencing, diagnostic record keeping, group organization and instruction, and materials used. The results showed that effective teachers at both grade levels used fewer reading groups than did less effective teachers, and the more effective teachers relied upon commercial skill charts connected directly with a basal reader series, while less effective teachers relied more heavily on teacher prepared charts. All teachers in the study kept diagnostic records, but the more effective teachers placed more emphasis on basal reader diagnostic level tests and less effective teachers on teacher made tests. All teachers used flexible grouping procedures; however, effective teachers used progress as the criterion for changing students from one group to another while less effective teachers used lack of progress as the criterion. Effective teachers relied heavily on basal readers, while less effective teachers did not. (FL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01