NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED235470
Record Type: RIE
Publication Date: 1983-Oct
Pages: 40
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Is There a Match between What Elementary Teachers Do and What Basal Reader Manuals Recommend? Reading Education Report No. 44.
Durkin, Dolores
To learn how basal reading program manuals affect teacher behavior during the time scheduled for reading, classroom observations were made of 16 teachers from first, third, and fifth grade classes. The first grade teachers were observed for a total of 605 minutes; the third grade teachers for 780 minutes; and the fifth grade teachers for 535 minutes. The teachers' instructional methods were then compared with the manuals' recommendations. Researchers met with teachers on the same day that observation took place (whenever possible) and, if appropriate, questions were raised about why no basal materials had been used. At each meeting, teachers were also asked to check on the observer's accuracy in reporting behavior. Results showed that while teachers spent considerable time on post-reading activities recommended by the basal manuals, such as comprehension assessment questions and written practice assignments, they only infrequently followed pre-reading recommendations in presenting new vocabulary, background information, or prereading questions to prepare students for assigned reading. In addition, none of the teachers appeared to be diagnostically oriented. These findings indicate the need to establish priorities in reading instruction so that sufficient time can be allotted to important prereading and diagnostic tasks. (HOD)
Publication Type: Reports - Research
Education Level: N/A
Audience: Researchers; Practitioners
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.
Identifiers: N/A