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ERIC Number: ED040841
Record Type: RIE
Publication Date: 1970-Mar
Pages: 26
Abstractor: N/A
Reference Count: 0
The Effect of Individual Adult-Child Conferences on the Independent Reading of Elementary School Children. Report from the Project on Situational Variables and Efficiency of Concept Learning.
Schwenn, Elizabeth A.; And Others
The effectiveness of individual adult-child conferences in increasing the independent reading of elementary school children was investigated. During an 8-week baseline period, data on the number and difficulty level of books read by students in grades 2, 4, and 6 were gathered. Subjects in the upper one-third of reading-value scores (difficulty level of books read) were not included in the sample. The remaining 116 subjects were assigned to one of three conference conditions: (1) no conference, (2) conference conducted by a teacher's aide, and (3) conference conducted by the homeroom teacher. The conference procedure was based on behavioral objectives for the conference and motivational principles. The latter included modeling, reinforcement, feedback, and goal setting. During the 8-week period the conferences were in effect, they resulted in significant increases in the amount of reading engaged in by elementary school children. Both conference procedures resulted in greater gains in number of books read over the no-conference condition. (Author/WB)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.