ERIC Number: ED198500
Record Type: Non-Journal
Publication Date: 1980-Aug
Reference Count: N/A
Observing the Effects of Reading Instruction.
Pollock, John F.; Brown, Garth H.
A study investigated ways of establishing links between different methods of reading instruction, children's conceptualizations of the reading process, and children's actual reading behavior. Two instruments were used to assess the relationships between the three variables: a revised version of "The Reading Miscue Inventory" and "The Reading Interview." Subjects were selected from third grade students from three schools in Melbourne, Australia, that employed separate teaching methods based on three different theoretical models of reading: (1) a decoding approach using "Words in Color," (2) a skills approach in a basal reader, and (3) a language approach using the language experience method. Although the two measures used were found to have a number of limitations, it appeared that there were certain observable differences worth investigation. Noticeable differences arose in children's retellings: children from the language based school tended toward slightly higher retelling scores despite lower scores in other areas, and able readers from the decoding school also had high retelling scores. Interview results indicated that, except for a few children, most were unable to discuss fully their understandings of learning to read, levels of competence, or the pedagogy used. (MKM)
Descriptors: Basal Reading, Beginning Reading, Childhood Attitudes, Children, Concept Formation, Decoding (Reading), Foreign Countries, Grade 3, Interviews, Language Experience Approach, Miscue Analysis, Primary Education, Reading Instruction, Reading Processes, Reading Research, Reading Skills, Teaching Methods, Test Validity
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Australia