ERIC Number: ED226320
Record Type: RIE
Publication Date: 1982-Dec
Reference Count: 0
Improving Comprehension Instruction in Elementary Classrooms.
Kurth, Ruth Justine; Stromberg, Linda J.
The goals of an intervention study of formal reading instruction were to encourage teachers to incorporate more direct teaching of comprehension, to maintain a more equitable balance between time devoted to word recognition instruction and time devoted to comprehension instruction, to promote independent level reading, and to minimize the amount of time used for noninstructional activities. Subjects, nine elementary school classroom teachers of grades 2, 3, and 4, were monitored both before and after intervention to determine the type and amount of comprehension instruction they provided; the time they spent on word recognition activities, other reading activities, and noninstructional activities; and the number of students in their classes who were reading at their independent level. After the first observation, an intervention team explained the goals of the study to the subjects, observed them teaching, and helped them develop teaching strategies. Post intervention results showed improvement in all areas measured. The research was conducted within a supervision model founded on the belief that the supervision process must be based on a "no threat" relationship between supervisor and teacher, a relationship of colleagues. The researchers followed seven of the model's eight premises on teacher behavior and the supervision process, concluding that the time and effort that were required to achieve the colleague relationship may make establishing such a relationship difficult under more typical circumstances. (JL)
Publication Type: Reports - Research; Guides - Classroom - Teacher; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Reading Forum (3rd, Sarasota, FL, December 1982).