ERIC Number: ED024560
Record Type: RIE
Publication Date: 1968
Reference Count: 0
Trends and Practices in Secondary School Reading: A Report on Recent Research.
Artley, A. Sterl
Information from more than 180 research studies reported during the last decade is presented on (1) secondary school reading achievement, (2) status factors related to growth in reading, (3) progress of reading instruction, (4) instructional procedures, (5) student reading interests, and (6) secondary reading personnel preparation. The research suggests that a decline in reading growth, noted at the junior high level, results from the lack of systematic reading instruction beyond grade 6 and from the absence of qualified reading personnel. It points out that a student's emotional, physical, and intellectual competencies, as well as his reading purposes and communication abilities, are directly related to reading growth. The cited studies are predominately programs for the handicapped reader; these indicate that any remedial approach must be multidimensional to meet multifaceted needs. General program improvement suggestions include close integration of reading and content area material, sequential development that provides for individual needs in all areas of reading growth, and complete staff involvement. The use of a variety of reading materials and methods, both mechanical and textual, is recommended for reading instruction. More better-trained teachers and books with contemporary themes are needed. A comprehensive bibliography of studies cited is included.
Descriptors: Individualized Reading, Instructional Materials, Programed Instruction, Reading Ability, Reading Achievement, Reading Development, Reading Instruction, Reading Materials, Reading Programs, Reading Research, Reading Skills, Remedial Programs, Remedial Reading, Research Reviews (Publications), Secondary Education
International Reading Association, 6 Tyre Ave., Newark, Delaware 19711 ($3.00 to members, $3.50 to nonmembers).
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: International Reading Association, Newark, DE.; Indiana Univ., Bloomington. ERIC Clearinghouse on Reading.