ERIC Number: ED211967
Record Type: RIE
Publication Date: 1981-Dec
Reference Count: 0
Study Skills: Impact of a Teacher Inservice Program on Student Achievement.
Townsend, Brenda S.
As part of the work from the Content Area Reading Project (CARP), which focuses on inservice teacher education in content area reading, a study examined the effects of an inservice content area reading program reflecting the CARP model on student reading and study skills achievement. The study also compared the uses of norm-referenced tests versus criterion-referenced tests in measuring reading and study skills achievement. Subjects were fourth, fifth, eighth, and ninth grade students of teachers who participated in the monthly inservice workshops on content area reading strategies (the experimental group) and of teachers who had not participated in the inservice project but who matched as closely as possible the project teachers (the comparison group). A measure of general reading ability, the Work-Study Skills subtest of the Iowa Tests of Basic Skills (norm-referenced), and selected subtests of the Wisconsin Tests of Reading Skills Development (criterion-referenced) were the instruments used in the study. No definite pattern of significant differences was established from class to class in the analysis of the data, a result that might be due to the lack of emphasis on reading and study skills in the inservice courses or to the urging of teachers in the program to be resource persons and to share ideas with colleagues (the comparison group teachers). The findings favored neither the norm-referenced tests nor the criterion-referenced tests, although the criterion-referenced test had more subtests to indicate specific areas of reading skill. (RL)
Descriptors: Content Area Reading, Educational Research, Elementary Secondary Education, Inservice Teacher Education, Program Effectiveness, Program Evaluation, Reading Achievement, Reading Research, Reading Skills, Reading Tests, Standardized Tests, Student Improvement, Study Skills, Teacher Attitudes, Teacher Effectiveness
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Reading Forum (2nd, Sarasota, FL, December 10-12, 1981). For related documents see CS 006 473-475.