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ERIC Number: ED120700
Record Type: RIE
Publication Date: 1975
Pages: 250
Abstractor: N/A
Reference Count: N/A
A Comparison of Three Delivery Systems for a Competency-Based Program to Prepare Preservice Elementary Teachers to Teach Word-Attack, Vocabulary, Comprehension, and Reading in Content Areas.
Worthington, James Dunegan
The three delivery systems investigated in this study included: lecture and large group discussion (LLG); independent-study module (ISM); and structured guidance, peer-group teaching, and small-group discussion (SGD). Fifty-one preservice teachers comprised the sample. All subjects were required to complete the same knowledge-level competencies. The LLG and SGD treatment groups met as traditional classes three sessions per week. The ISM treatment group did not meet for class but had "volunteer help sessions." Students in the SGD treatment group were required to complete additional performance-level competencies including peer-group teaching and small-group discussion of their materials and strategies. All subjects were pretested and posttested. It was concluded from the findings that the SGD group acquired significantly greater knowledge of teaching word-attack and vocabulary than the LLG and ISM treatment groups. The SGD group also acquired a more positive attitude toward teaching reading than the LLG and ISM groups. Shifting responsibility of learning from the teacher to the learner enabled the SGD group to achieve significantly greater knowledge acquisition than the ISM and LLG treatment groups. (Author/TS)
University Microfilms, P. O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-7692, MFilm $7.50, Xerography $15.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, Syracuse University