ERIC Number: ED141766
Record Type: RIE
Publication Date: 1977-May
Reference Count: 0
The Effect of Different Teacher Prompting Techniques on Pupil Success in Decoding for High and Low Level Readers during Oral Reading.
Terry, Pamela R.; Cohen, Darla A.
This study investigated the success rate and the type of teachers' responses to miscues during a six-month tutoring program. Teachers gave prompts, or cues, to help each child recognize unknown words, concentrating on behaviors hypothesized to encourage pupil success and independence in decoding. Previous research had shown that inservice teachers used strategies that did not result in successful decoding by pupils. Data were collected by using the Oral Reading Observation System. The readers were from special and regular education classes, grades two through six, and were at least one or more years behind in their reading achievement. The pupils were divided, at the median, into a high group and a low group determined by standardized test results. Analysis of variance was run to determine if teachers prompted the groups differentially and if there were differential success rates for the groups in response to specific teacher prompts. Results showed that low-ability readers received different kinds of teacher prompts and that prompts based upon graphic textual features were followed by significantly more correct pupil responses than those based on letter-sound and meaning features. An appendix and a bibliography are included. (Author/MB)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the International Reading Association (22nd, Miami Beach, Florida, May 1977)