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ERIC Number: ED192250
Record Type: RIE
Publication Date: 1980-Oct
Pages: 73
Abstractor: N/A
Reference Count: 0
Knowledge and Beliefs of Reading by High School Students and Elementary Teachers.
Keene, Mary Emma
A study was conducted to determine what beliefs secondary school students held about reading and to compare those beliefs with a set of elementary school teachers' beliefs identified by G. Duffy and W. Metheny. Three hundred high school students from freshman, junior, and senior social studies classes completed a revised version of the 45-item instrument used by Duffy and Metheny. The items represented five conceptual approaches to reading instruction: (1) basal text, (2) linear skills, (3) interest, (4) natural language, and (5) integrated whole. The first two categories indicate a structured approach to reading instruction; the last three, an unstructured approach. Analysis of responses indicated that student beliefs about reading were characterized by three concerns: getting meaning, receiving skill instruction, and interacting with the teacher in the learning environment. Comparison of student beliefs with the identified teacher beliefs showed partial agreement in the unstructured area. The findings suggest that students possessed well-defined conceptions of reading and that some unanimity existed between their beliefs and those of elementary school teachers. (The instrument used in the study is appended.) (Author/FL)
Publication Type: Dissertations/Theses - Masters Theses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: M.A. Thesis, Rutgers The State University of New Jersey