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ERIC Number: ED116169
Record Type: RIE
Publication Date: 1975
Pages: 19
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Relationship between Selected Areas of Teacher Emphases and Student Achievement in Reading.
Rupley, William H.
This study compared (1) the mean reading instructional emphases reported by teachers associated with high achieving students of reading with the mean reading instructional emphases reported by teachers associated with low achieving students of reading, and (2) the mean reading instructional emphases reported by third grade teachers with the mean reading instructional emphases reported by sixth grade teachers. Samples of third and sixth grade teachers who taught reading in a self-contained classroom were classified as high achieving teachers of reading or low achieving teachers of reading through the use of a least squares prediction line. The teacher's responses to each item on "The Survey of Teacher Emphases in Reading Instruction" were totaled for each of seven categories and data were collected on the summated scores for each subcategory. Significant differences were found between grade levels for reading instructional emphases in the areas of oral reading, word attack, and double categories. No significant differences were noted for instructional emphases in the areas of oral reading, word attack, and double categories. No significant differences were noted for instructional emphasis between the reading achievement levels of classes. Further exploration of these data were conducted and an argument against methodological incarceration was deemed appropriate. (Author/JM)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Synopsis of author's Ph.D. Dissertation, University of Illinois, Urbana-Champaign