NotesFAQContact Us
Collection
Advanced
Search Tips
50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

ERIC Number: ED251241
Record Type: RIE
Publication Date: 1984
Pages: 119
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Professional Development of Teaching Reading Skills in the Content Areas: Program and Effect in the Elementary School Setting.
Clements, Nancy E.
This study attempted to assess whether a teacher inservice program would effect a change in teacher attitude and in the amount of time reading was taught in social studies and science content areas. A total of 22 teachers representing kindergarten through fifth-grade levels voluntarily participated in five inservice sessions; 22 teachers in a school similar in population and program offerings served as a comparison group. Overall objectives of the inservice training were to develop teachers' understanding of the advantages of teaching reading in the content areas, to develop positive teacher attitudes, to extend the amount of time that reading was taught in the content areas, and to develop activities useful for teaching reading in those areas. A 16-item attitude survey was administered to all participants before and after participation. Findings showed positive changes in teacher attitude; these changes were educationally important and statistically significant. Perceptions of training were nearly the same in both groups. Teaching time increased for the group receiving inservice training but remained nearly constant for the comparison group. Appendices provide worksheets and activity sheets developed for a third-grade science unit and a fourth-grade social studies unit, a bibliography for students, a list of teacher resource books, various materials used in inservice presentations, and participant-made materials. (Author/RH)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Some pages in the appendices have small, blurred p