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ERIC Number: ED184085
Record Type: RIE
Publication Date: 1980-Apr
Pages: 48
Abstractor: N/A
Reference Count: 0
A Qualitative Analysis of How Various Primary Grade Teachers Employ the Structured Learning Component of the Direct Instruction Model When Teaching Reading.
Duffy, Gerald G.; McIntyre, Lonnie D.
Observational data on six first and second grade teachers were analyzed qualitatively to determine whether any of these teachers provided "assisted learning" during reading instruction. Assisted learning was defined as the teacher's intentional efforts to structure the students' learning experiences so that they could learn more easily. It was anticipated that some of the observed teachers would display patterns of assistance consistent with both the various outcomes of reading and the several components of instruction, including the concept of assisted learning. Although there was some evidence that two of the teachers displayed patterns of assistance, the overwhelming instructional activity across all six teachers was recitation, which made assistance incidental to the task of completing the activity. In short, most of these teachers taught as if the primary responsibility were on the child to learn rather than on the teacher to teach. (Profiles of the six teachers' case studies are attached.) (RL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (DHEW), Washington, DC. Teaching and Learning Div.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 7-11, 1980).