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ERIC Number: ED058012
Record Type: RIE
Publication Date: 1971-Dec
Pages: 19
Abstractor: N/A
Reference Count: 0
A Critical Review of the Information Base for Current Assumptions Regarding the Status of Instruction and Achievement in Reading in the United States.
Elias, Patricia
A number of findings of the Targeted Research and Development Program in Reading (TRDPR), Project 3 are reviewed, and the means by which they were arrived at are described. The outcome of the review is a statement of needs in reading research based on the TRDPR synthesis of what it defined as quality research. Some of the conclusions were the following: (1) Controversy about literacy reports can be explained in part by traditional use of norm-referenced tests which require failure of some to balance success of others. Therefore, it is not currently possible to set accurate standards for literacy or to know precisely who has achieved it. (2) The preparation of teachers is dictated by state certification laws and effected by university programs. Inequalities in state requirements and inconsistencies between instructional programs and those requirements make careful analysis of teacher preparedness impossible. (3) Inadequacies of evidence garnered from the research reviewed may be blamed on inadequacies in research design and description. Where programs, methods of analysis, etc. are not carefully described, or where conditions are not carefully controlled, it is impossible to synthesize findings and to generate universal conclusions, and (4) Reading disability does appear to be widespread, some improvements have been made in reading achievement, and not much has changed in teacher education in the last 10 years. (MS)
National Reading Conference, Inc., Marquette University, 1217 W. Wisconsin Ave., Milwaukee, Wis. 53233
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the National Reading Cnference, Tampa, Fla., Dec. 1971