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ERIC Number: ED246403
Record Type: RIE
Publication Date: 1984-Apr-12
Pages: 24
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Do Junior High School Reading/Language Arts Teachers Use Oral Language to Improve Reading Comprehension? A Study of Two Teachers.
Bennett, Susan G.
To determine what recent research indicates about similarities and differences between reading and listening and current classroom practices in listening at the junior high level, and to discover whether teachers consciously and systematically provide a bridge between informal oral language and formal text language, a study was completed by conducting a literature review and by interviewing two classroom teachers with questions based on observation of their classes. Results of the interviews reinforced the overall findings of research: proportionally little oral language instruction took place in the classrooms, and teachers used teacher guides to materials primarily as sources for vocabulary instruction. The following are among suggestions based on the findings: (1) educators need to be convinced of students' need for instruction in written language and listening opportunities at all levels, (2) classrooms need reorganization to encourage authentic discussions, and (3) teacher training needs overhauling to include emphasis on the importance of oral language. (CRH)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Theory Practice Relationship
Note: Paper presented at the Annual Meeting of the National Council of Teachers of English Spring Conference (3rd, Columbus, OH, April 12-14, 1984).