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ERIC Number: ED022630
Record Type: RIE
Publication Date: 1968-Apr
Pages: 13
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Diagnostic Teaching in the Classroom.
Bond, Guy L.
Pertinent findings from the combined analyses of results of the United States Office of Education First-Grade Reading Studies are presented. Suggestions for incorporating diagnostic findings into the classroom teaching of reading are presented. The first-grade studies demonstrate that the reading achievement of first- and second-grade children is more closely related to the situation in which they are taught than it is to the general method by which they are taught. Greater variation in reading is found among the classes within any method than is found between the methods or the projects, even when the effects of differences in pupil abilities or projects in the 1,000 classrooms were controlled. Much of this difference should be attributed to differences in teacher effectiveness. It was concluded (1) that the whole area of differences in specific teaching techniques, rather than differences in general method, needs further exploration, (2) that more research is needed to isolate the types of problems children develop while growing in reading, (3) that there is need for the development of programed self-corrective exercises designed to overcome the more common types of learning problems children develop, and (4) that most of the adjustment to individual differences is made by the sensitive, effective teacher. (KJ)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at International Reading Association Conference, Boston, Mass., April 24-27, 1968.