Reading Instruction Study. Final Report. Part I: The Study.

Autor/inn/en	Richardson, Virginia; Anders, Patricia
Institution	Arizona Univ., Tucson. Coll. of Education.
Titel	Reading Instruction Study. Final Report. Part I: The Study.
Quelle	(1990), (338 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Research; Elementary Education; Inservice Teacher Education; Models; Reading Instruction; Reading Research; Research Utilization; Teacher Attitudes; Teacher Behavior; Teaching Methods; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Elementarunterricht; Lehrerfortbildung; Analogiemodell; Leseunterricht; Leseforschung; Forschungsumsetzung; Lehrerverhalten; Teacher behaviour; Teaching method; Lehrmethode; Unterrichtsmethode; Theorie-Praxis-Beziehung
Abstract	This final report of a reading instruction study examined teachers' use of research-based practices when teaching reading comprehension, as well as the barriers that prevent teachers from using such practices. Six schools in two school districts in a southwestern urban area were selected for intensive study; 39 teachers of grades 4-6 participated. The report also developed and tested a school-based staff development process designed to change teachers' practices in reading comprehension instruction. Chapters of the study are titled: (1) "Introduction and Rationale"; (2) "Research Methodology and Site"; (3) "Research-Based Teaching of Reading Practices"; (4) "Teachers' Reading Comprehension Instructional Practices"; (5) "Teacher Beliefs and the School Context: Factors Affecting Teachers' Use of Research-Based Practices"; (6) "The Staff Development Process and its Effects"; (7) "Implications of the Staff Development Program for Student Learning"; and (8) Conclusions." The report concludes that research should provide practitioners not just with findings in the form of activities or behaviors that "work," but ways of thinking and empirical premises related to teaching and learning. The report also concludes that opportunities should be created to allow teachers to interact and maintain conversations around standards, theory, and classroom activity. Sixteen pages of references are attached; extensive figures and tables of data are included. The appendixes include a six-page list of syntheses and reviews of comprehension teaching practices; an outline of reading comprehension practices researched in the literature; evaluation instruments, survey instruments, and interview questions; and detailed case studies of five schools where research was conducted. (RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01