ERIC Number: ED113696
Record Type: Non-Journal
Publication Date: 1975
Reference Count: N/A
Field Test Report of the Self-Directed, Interpretive, and Creative Reading Elements of the Wisconsin Design for Reading Skill Development. Technical Report No. 330.
Chester, Robert; And Others
This study of the self-directed, interpretive, and creative reading elements of the Wisconsin Design for Reading Skill Development was conducted to gather descriptive data about implementation strategies being developed and practiced by field test teachers and to gather evaluative information about the usability of various management and instructional materials provided in the program. Questionnaires and telephone interviews were employed to collect information from one Colorado and two Wisconsin elementary schools involved in the field test. The most significant outcome of the study was the confirmation that systematic exposure of students to self-directed, interpretive, and creative reading skills did increase their awareness of and involvement in those areas of reading. In addition, the teachers demonstrated a positive attitude toward the program's organized approach to instruction. (Author/RB)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.