ERIC Number: ED153192
Record Type: RIE
Publication Date: 1978-May
Reference Count: 0
Are Good and Poor Readers Taught Differently? Is That Why Poor Readers are Poor Readers?
Allington, Richard L.
Teacher verbal behaviors following oral reading errors of primary grade children were the focus of this study. The incidence, location, and type of verbal interruption behaviors that occured during classroom reading instruction were contrasted for high-and low-ability readers. Results for 20 teachers indicated that they were more likely to interrupt poor readers than good readers who erred when reading aloud. Further analyses indicated that the location and type of teacher verbal behaviors differed as a function of reading ability level. Additionally, good readers read over twice as many words per lesson as did poor readers. (Author/AA)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Toronto, Canada, March 27-31, 1978)