ERIC Number: ED214161
Record Type: RIE
Publication Date: 1981-Nov
A Study of Preceptor Training of Classroom Teachers in Reading Diagnosis.
Polin, Ruth M.
A study investigated the effects of differing types of small group instruction on the diagnostic performance of classroom teachers who were inexperienced in reading diagnosis. Fifteen elementary school teachers were divided into three groups and trained for 40 hours by three different preceptors using differing approaches to the same model of reading. Each group gained experience in dealing with either real cases, simulated cases, or both, with instructor feedback, and each was instructed in the use of decision aids to guide interaction in the simulated cases. Student progress was monitored by means of a pretest, midtest, and posttest on a simulated case, and an additional posttest on a case not previously diagnosed. The students diagnosed the cases using a structured form and transferred their diagnoses to a checklist. Statistics were then run on agreement between each student and his or her preceptor, agreement among the students, and agreement among the preceptors. Results showed that student agreement with preceptor and with other students increased in all aspects of a diagnosis; however, transfer of skills to a new case was questionable. Appendixes contain copies of the subject instructions for training sessions, a diagnostic checklist, and an explanation of the statistical analysis used in the study. (FL)
Descriptors: Elementary School Teachers, Inservice Teacher Education, Learning Problems, Reading Diagnosis, Reading Difficulties, Reading Research, Skill Development, Trainers, Training Methods
The Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($3.50).
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Note: Several pages may be marginally legible.