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ERIC Number: ED126476
Record Type: RIE
Publication Date: 1976
Pages: 149
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Comparative Analysis of Three Instructional Approaches to the Teaching of Reading in English as a Second Language among Disadvantaged Students at Inter American University of Puerto Rico.
Albizu Melendez, Winifred
The effect of tutoring on the reading achievement of disadvantaged Puerto Rican college freshmen studying English as a second language was the focus of this study. Three instructional approaches were compared: directed tutoring, nondirected tutoring, and traditional classroom instruction. Directed tutors' activities were prescribed by a sequence of tape-recorded materials and procedures provided by the teacher, while nondirected tutors were permitted to engage in less structured activities and to select their own materials and approaches. Posttesting with the Inter-American Test of Reading and the English Attitudes Questionnaire, at the end of the semester, revealed that tutoring had a significant effect on the students' reading achievement. While both directed and nondirected tutoring were more effective than were traditional classroom approaches, directed tutoring elicited somewhat higher reading achievement. The traditional classrooms included as controls were not found to be conducive to the acquisition of English reading skills. The initial success of this project indicated that tutoring can open doors for the disadvantaged. (Author/KS)
University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-19,008, MF $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, New York University