ERIC Number: ED206595
Record Type: RIE
Publication Date: 1980
Reference Count: 0
Narrowing the Gap Between Research and Practice. Technical Report #4.
Bryant, N. Dale; And Others
A model is outlined for translating validated instructional principles into effective educational practices. Thirty-seven resource room teachers attended two three-hour workshops which were designed to train them to use an instructional program for teaching ten sight words to remedial readers. Teachers' reactions to the program were gathered as data for testing experimental modifications to the program. The first workshop began with an orientation to the principles of remedial teaching, forming the basis of the sight word program. This was followed by training in the specific program methods. Three program modifications were used for one week by three groups of teachers. The methods varied the number of words introduced at one time and the use of reduced response competition (RRC--temporarily dropping words from list practice as they are learned). At the second workshop session, separate group meetings were held to gather data on each teaching method and to discuss teacher reactions to the program. This was followed by a general session in which the specific research was discussed. The data and the teachers' reactions indicate that teaching in five-word units using RRC was the best of the three methods. The workshop/applied research method was found to be beneficial to both practitioners and researchers. (Authors/FG)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Special Education (ED), Washington, DC.
Authoring Institution: Columbia Univ., New York, NY. Teachers College.