ERIC Number: ED153501
Record Type: RIE
Publication Date: 1978-Mar
Reference Count: 0
Teaching Reading in Spanish: A Study of Teacher Effectiveness.
Ramirez, Arnulfo G.
The effect of teaching behaviors on student reading achievement in Spanish was investigated. A group of 18 teachers of Spanish reading and their classes were observed across two reading lessons having similar content. Each lesson was presented in two twenty-minute segments, thus allowing for four videotaping sessions. Students were pre- and posttested over a three-month period using the Inter-American Prueba de Lectura, Level II. Teaching behaviors such as emphasizing decoding skills, explaining grammatical rules (structural analysis), engaging students in the oral reading of one or several sentences from paragraphs, and correcting pupil errors in decoding were found to influence student growth positively, while asking students questions about details in the story, explaining vocabulary meaning out of context, and asking students to read whole paragraphs without focusing on reading subskills were found to have negative effects. Regression analysis of selected teaching behaviors and teacher proficiency in Spanish accounted for approximately 70 percent of the observed variance in student learning. (Author/AMH)
Descriptors: Bilingual Education, Bilingual Teacher Aides, Bilingual Teachers, Elementary Education, Elementary School Teachers, Language Instruction, Language Proficiency, Language Skills, Language Teachers, Reading Achievement, Reading Instruction, Reading Research, Reading Skills, Second Language Learning, Spanish, Teacher Behavior, Teacher Effectiveness, Teacher Evaluation, Teacher Influence, Teaching Methods, Teaching Skills, Teaching Styles
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Stanford Univ., CA. School of Education.
Note: Appendixes C and D may be marginally legible due to light type