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ERIC Number: ED162467
Record Type: Non-Journal
Publication Date: 1976-Aug
Pages: 266
Abstractor: N/A
Reference Count: N/A
The Effectiveness of a Computer-Assisted Teacher Training System (CATTS) in the Development of Reading and Listening Comprehension Instructional Strategies of Preservice Special Education Trainees in a Tutorial Classroom Setting. Final Report 53.4.
Semmel, Melvyn I.; And Others
Described is a project which relates psycholinguistic processes (reading and listening comprehension) of handicapped children to the training needs of special education teachers through the application of Computer-Assisted Teacher Training System technology in performance based teacher education. The first chapter discusses preservice special education and presents the nine objectives of the project. Chapter 2 reviews the literature and considers implications and conclusions relating to the following topics: interactive teaching behaviors and reading and listening comprehension, language strategies of retarded children, reading studies involving educable mentally handicapped children, reading comprehension and organization in the retarded. Chapter 3 describes the methods used in the project observation system, training materials, coder training, and coder competencies evaluation; tutor background, practicum objectives and tutoring procedures; and teaching phases and experimental design). The results of the project (including 11 tables) are discussed in chapter 4. Chapter 5 summarizes the project in terms of objectives, perspective, methods, data sources, and results, and draws conclusions about the effectiveness of the project. (BD)
Indiana University, Center for Innovation in Teaching the Handicapped, School of Education, Bloomington, Indiana 47401 ($4.00)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: Indiana Univ., Bloomington. Center for Innovation in Teaching the Handicapped.