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ERIC Number: ED229724
Record Type: RIE
Publication Date: 1983-Apr
Pages: 29
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Instructional Problems in Reading As Seen by Teachers of Disadvantaged vs Non-Disadvantaged Children.
Lovett, Gladys J.
A study was conducted to determine if teachers of disadvantaged children encountered instructional problems in reading that teachers of students who are not disadvantaged did not. A questionnaire was distributed to 12 grades-one-through-four teachers in a school serving the disadvantaged and 12 teachers in a school in which students were not considered to be disadvantaged. Results showed that teachers of disadvantaged children encountered a greater number of problems than their colleagues who did not teach the disadvantaged and that these problems were manifested to a significantly higher degree. The problems considered of greatest importance by the teachers of the disadvantaged are providing for individual differences, lack of teacher preparation (no reading methods courses in college), poor language development in students, large reading readiness, and attendance and mobility of students. (A copy of the questionnaire is appended.) (FL)
Publication Type: Reports - Research; Dissertations/Theses - Masters Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Instructional Variables
Note: M.A. Thesis, Kean College of New Jersey.