ERIC Number: ED155645
Record Type: RIE
Publication Date: 1976-Jun
Reference Count: 0
Impacts of Instructional Time in Reading.
Guthrie, John T.; And Others
Questionnaires were sent to principals and teachers of second and sixth grade children who were part of an Educational Testing Service (ETS) study of compensatory reading programs; the data were combined and analyzed with the original ETS data to determine what effects instructional characteristics had on reading achievement. Within the constraints posed by the particular procedures used, instructional characteristics of reading programs were found to have an impact on reading achievement. The time spent in formal reading instruction is a particular variable that is likely to increase reading achievement. Specifically, the impact of time on achievement was greater for second graders than for sixth graders, for low socioeconomic status children than for middle or high socioeconomic status children, and in compensatory rather than regular reading programs. The types of instructional emphases (teaching specific skills) had less impact on achievement than instructional time did. (Discussion following presentation of the paper is included.) (RL)
Descriptors: Compensatory Education, Conference Reports, Elementary Education, Grade 2, Grade 6, Learning, Performance Factors, Reading Achievement, Reading Instruction, Reading Research, Remedial Programs, Remedial Reading, Scheduling, Socioeconomic Status, Teaching Methods, Time Factors (Learning)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Pittsburgh Univ., PA. Learning Research and Development Center.
Note: Paper presented at the Conference on Theory and Practice of Beginning Reading Instruction, University of Pittsburgh, Learning Research and Development Center, June 1976; For related documents see, CS 004 132-133, CS 004 135, CS 004 137-173, ED 125 315 and ED 145 399