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ERIC Number: ED013181
Record Type: RIE
Publication Date: 1967-May
Pages: 17
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
INDIVIDUALIZED READING--CONCLUSIONS BASED ON RESEARCH REPORTS.
SARTAIN, HARRY W.
CONCLUSIONS ABOUT INDIVIDUALIZED READING BASED ON INFORMAL AND CONTROLLED STUDIES ARE PRESENTED. RESEARCH INDICATES THAT THERE ARE NO HOMOGENEOUS CLASSES, ALTHOUGH VARIOUS GROUPING PLANS HAVE ATTEMPTED TO NARROW THE RANGE OF INDIVIDUAL DIFFERENCES. INFORMAL STUDIES BY SOME TEACHERS WHO HAVE TRIED INDIVIDUALIZED READING IN THEIR CLASSROOMS REFLECT ENTHUSIASM FOR THE METHOD. THREE CONTROLLED STUDIES SHOW THAT THERE IS NO JUSTIFICATION FOR URGING ALL FIRST-GRADE TEACHERS TO ADOPT THE METHOD. RELATED STUDIES NOT INVOLVING FIRST-GRADE CHILDREN INVESTIGATED THE EFFECT OF AN INDIVIDUALIZED PROGRAM ON THE CULTURALLY DEPRIVED AND THE HIGHLY ANXIOUS CHILD. IN SOME CASES, TEACHER KNOWLEDGE DOES NOT JUSTIFY AN INDIVIDUALIZED APPROACH. RECOMMENDATIONS ARE AS FOLLOWS--(1) CHILDREN PROFIT IF INFORMAL INSTRUCTION SUCH AS STORIES WHICH THE CHILDREN HAVE DICTATED ARE USED. (2) FORMAL READING INSTRUCTION SHOULD INCLUDE A VARIETY OF APPROACHES. (3) THERE SHOULD BE AN EXTENSIVE CLASSROOM LIBRARY. (4) THE TEACHER SHOULD OFTEN REFER TO LISTS OF BASIC SKILLS NEEDED BY CHILDREN. (5) EVALUATION SHOULD BE CONTINUOUS. (6) A TEACHER WHO FEELS INCOMPETENT USING THIS APPROACH SHOULD FOLLOW OTHER PRACTICES. A 63-ITEM BIBLIOGRAPHY IS INCLUDED. THIS PAPER WAS PRESENTED AT THE INTERNATIONAL READING ASSOCIATION CONFERENCE (SEATTLE, MAY 4-6, 1967). (BK)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A