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ERIC Number: ED048349
Record Type: RIE
Publication Date: 1971-Feb
Pages: 19
Abstractor: N/A
Reference Count: 0
Assessment of Teachers' Attitudes Toward an Individualized Approach to Reading Instruction.
Askov, Eunice N.
Elementary school teachers' attitudes toward individualizing reading instruction were examined in the evaluation of the Wisconsin Design for Reading Skill Development (WDRSD). An instrument was constructed in the semantic differential format. Teachers were asked to respond anonymously on adjective scales to eleven example classroom procedures designed as applications of the assumptions of individualized reading instruction. Reliability of the instrument was high (.925); content validity was demonstrated for the examples and adjectives used in the instrument. Two studies validated the instrument experimentally. In one, teachers' attitude inventory scores were compared by a t-test in two types of schools: ones in which the WDRSD had been adopted; and ones in which no known emphasis was placed on individualization. Mean inventory scores were significantly higher (p<.05) in the schools where individualization was systematically provided for than in the other schools. In another study the change in teachers' attitudes was studied after a school had adopted the WDRSD. Teachers' inventory scores in the fall prior to inservice training were compared by a t-test for matched pairs to those obtained in the spring after one year's use of the system. The spring scores were significantly higher (p<.001) than those obtained before use of the WDRSD. A copy of the instrument is appended. See ED 035 531 for an earlier report on the development of the instrument. (Author/GS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC. Div. of Educational Labs.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
Identifiers: Wisconsin Design for Reading Skill Development
Note: Paper presented at the Annual Meeting of the American Educational Research Association, New York, New York, February 4-7, 1971