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ERIC Number: ED010191
Record Type: RIE
Publication Date: 1966
Pages: 127
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
RELATIONS BETWEEN TEACHER PRACTICE AND KNOWLEDGE OF READING THEORY IN SELECTED GRADE SCHOOL CLASSES.
GUSZAK, FRANK J.
THE PROBLEM OF THIS RESEARCH WAS TO INVESTIGATE THE RELATIONS THAT MIGHT EXIST BETWEEN TEACHER KNOWLEDGE OF AND PRACTICES IN THE DEVELOPMENT OF READING COMPREHENSION. PRELIMINARY TO THE DEVELOPMENT OF SPECIFIC RESEARCH QUESTIONS WERE A SERIES OF GENERAL QUESTIONS GROUPED UNDER THESE MAIN CATEGORIES--(1) TEACHER KNOWLEDGE OF COMPREHENSION THEORY, (2) TEACHER PRACTICES IN COMPREHENSION DEVELOPMENT, AND (3) RELATIONS BETWEEN TEACHER KNOWLEDGE AND PRACTICES. FIVE TEST INSTRUMENTS WERE INVOLVED IN THE STUDY--(1) READING COMPREHENSION THEORY TEST, (2) READING COMPREHENSION SOLICITATION-RESPONSE INVENTORY, (3) CONGRUENCE-INCONGRUENCE DIMENSION, (4) SOLICITATION-RESPONSE UNIT, AND (5) SOLICITATION-RESPONSE EPISODE. THE SAMPLE CONSISTED OF SECOND-, FOURTH-, AND SIXTH-GRADE TEACHERS DRAWN AT RANDOM FROM 16 ELEMENTARY SCHOOLS IN SAN ANGELO, TEXAS. THE STUDY RESULTS ARE PRESENTED IN TERMS OF COMPREHENSION THEORY, COMPREHENSION DEVELOPMENT, AND THE RELATIONS BETWEEN KNOWLEDGE AND PRACTICE. IMPLICATIONS ARE MADE FOR PRESERVICE AND INSERVICE TEACHER EDUCATION. (JC)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Wisconsin Univ., Madison. School of Education.
Identifiers: MADISON; TEXAS; Texas (San Angelo); WISCONSIN