Vocabulary Instruction in Georgia's Postsecondary Reading Programs. College Reading and Learning Assistance Technical Report 84-06.

Autor/inn/en	Stahl, Norman A.; Brozo, William G.
Titel	Vocabulary Instruction in Georgia's Postsecondary Reading Programs. College Reading and Learning Assistance Technical Report 84-06.
Quelle	(1984), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Instruction; Community Colleges; Developmental Studies Programs; Postsecondary Education; Questionnaires; Reading Consultants; Reading Materials; Remedial Reading; State Surveys; Student Evaluation; Teacher Developed Materials; Teaching Methods; Technical Institutes; Tests; Universities; Vocabulary Development; Georgia + Suchen Sie Ihr Suchwort? Hochschullehre; Community college; Community College; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Post-secondary education; Tertiäre Bildung; Fragebogen; Leseförderung; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode; Technische Fakultät; Examination; Prüfung; Examen; University; Universität; Wortschatzarbeit
Abstract	The vocabulary development curriculum offered by developmental reading programs in Georgia postsecondary institutions was studied. A total of 49 reading specialists from 39 institutions completed a questionnaire that covered: emphasis placed on vocabulary development, practices followed in expanding students' vocabularies, and the materials used for instruction. Practices of the following types of institutions were compared: community colleges, four-year colleges, universities, and vocational/technical schools. The following issues were identified for further consideration: no single vocabulary text was endorsed by a majority of respondents; respondents did not always assess vocabulary knowledge with the proper instruments; review of teacher-made instruments is needed; and specialists appear to favor a skills-based approach to vocabulary instruction. Specific texts and assessment instruments used by the schools are identified. Appendices provide information on: regular testing activities undertaken at the schools; diagnostic testing practices; specific tests used for assessing vocabulary instruction; formats for test items; instructional methods; instructional elements (i.e., words in context, pronunciation skills); and instructor-designed activities. A study questionnaire is included. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC