ERIC Number: ED128783
Record Type: RIE
Publication Date: 1976
Reference Count: 0
Teacher Instructional Emphases and Student Achievement in Reading.
Rupley, William H.
Samples of third- and sixth-grade teachers were classified as associated with students of high or low achievement in reading. Significant differences between grade levels were found in responses to a survey of teacher emphases in reading instruction. There were no significant differences in emphases for teachers of high- or low-achieving students. Differences between grade levels reflect word-attack skill development in the primary grades and comprehension skill development in the intermediate grades. (Author/AA)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the College Reading Association (20th, Miami, Florida, 1976)