ERIC Number: ED192247
Record Type: RIE
Publication Date: 1980-May
Reference Count: 0
Diagnosis and Remediation of Reading Difficulties in the Classroom. Research Series No. 78.
Gil, Doron; Freeman, Donald J.
The purpose of this study was to describe the approach elementary school teachers use when diagnosing reading difficulties in their classrooms. The study examined two models, one depicting a general diagnostic process and one depicting a detailed diagnostic process. In depth interviews were conducted with ten teachers regarding their diagnostic and remedial practices for dealing with their students' reading difficulties. The results of the study indicated that the teachers (1) relied on general sources of information, such as listening to oral reading, as a basis for diagnosing children's reading deficiencies; (2) focused on general rather than specific categories of reading performance when rendering diagnostic judgments; and (3) prescribed remedial actions that reflected the desire to employ general instructional strategies, such as additional practice or individual instruction, rather than actions addressing the specifics of the children's problems. These findings raise questions regarding the adequacy or appropriateness of the formal training in reading diagnosis that classroom teachers receive. (Author/AEA)
Descriptors: Classroom Techniques, Elementary Education, Elementary School Teachers, Reading Diagnosis, Reading Research, Remedial Reading, Teacher Education, Teaching Methods
The Institute for Research on Teaching, 252 Erickson Hall, Michigan State University, East Lansing, MI 48824 ($2.00)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.