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ERIC Number: ED046923
Record Type: RIE
Publication Date: 1969
Pages: 291
Abstractor: N/A
Reference Count: N/A
The Relative Effectiveness of Inductive and Expository Teaching of Principles of General Semantics upon the Critical Reading Ability of 9th-Grade Students.
Arlo, Raymond
Each of three teachers at Isaac Young Junior High School, New Rochelle, New York, taught three groups of ninth-grade students--two experimental classes (one taught by expository methods and one by inductive methods) and one control class taught the usual curriculum. For both expository methodology and inductively-based instruction, current high school textual material on general semantics was selected and adapted by the researcher into a unit of 15 lessons taught by the teacher during his usual English class period twice a week for 8 weeks. An audio tape recording was made of every lesson each teacher taught and the teaching of every lesson was rated by an impartial recorder using the "Amidon-Flanders Interaction Analysis System." The "Watson-Glaser Critical Thinking Appraisal" measured the critical reading ability of the students. The results were that both experimental groups scored significantly higher (.05 level) than the control group and that the group taught by inductive methods scored significantly higher (.05 level) than that taught by expository methods. It was concluded that inductive teaching of principles of general semantics can more effectively improve the critical reading ability of ninth graders than can expository methods, and that critical reading ability can be improved as a result of instruction in general semantics. (Author)
University Microfilms, A Xerox Company, 300 N. Zeeb Rd., Ann Arbor, Michigan 48103 (Order No. 69-21,178, MFilm $3.75, Xerography $13.30)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
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Note: Ph.D. Dissertation, New York University