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ERIC Number: ED216343
Record Type: RIE
Publication Date: 1982-Apr
Pages: 21
Abstractor: N/A
Reference Count: 0
Effective Use of Time in Secondary Reading Classrooms.
Stallings, Jane A.; Mohlman, Georgea G.
A study was conducted to identify effective instructional strategies being used to teach reading at the secondary school level. In the first phase of the study, researchers observed 43 secondary school remedial reading classrooms to determine the relationships between teaching processes and students' gain in reading. In the second phase, the researchers provided workshops for the teachers observed, using the effective strategies found in the first phase. In the third phase, the researchers monitored the teachers instructed in the second phase as they conducted further workshops. Data for the first phase were collected from pretest and posttest scores, observation of teacher behaviors, a teacher questionnaire, a classroom environment scale, and previous reading achievement test data. The data showed that teachers who spent more time organizing during class periods and were not directly involved with students had students with a lower reading gain. A negative relationship was also found between reading gain and teachers offering students a number of choices about materials and activities. Outside intrusions were also negatively related to reading gain. The results subsequently indicated that students made greater reading gains in classrooms where the teacher provided more interactive or oral instruction and where students frequently read aloud. Analysis of similar data taken from the second and third phases of the project indicated that the workshops helped teachers change their behaviors as recommended. (HTH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the International Reading Association (27th, Chicago, IL, April 26-30, 1982).