ERIC Number: ED234452
Record Type: Non-Journal
Publication Date: 1983-Apr
Reference Count: N/A
Direct Teacher Explanation during Reading Instruction: A Pilot Study.
Roehler, Laura R.; And Others
Research on classroom reading practices reveals a heavy emphasis on teacher monitoring and management of materials. Little evidence exists of teacher explanation in reading, and little is known about the qualitative dimensions of such instruction. With this in mind, a study was designed to provide descriptions of explanations used by effective teachers. Subjects were four second grade reading teachers and their low reading groups. Each teacher was observed intensively throughout one school year and frequent interviews were conducted with both the teachers and their students. Both the instruction provided in the reading groups and the interviews were analyzed using descriptive techniques. The analysis revealed six components of effective explanation in reading instruction: (1) effective management, (2) the ability to reorder basal lesson format, (3) the use of statements on skill usefulness, (4) specificity, (5) consistency of explanation, and (6) the ability to provide elaborative explanation during turn taking sessions. (Copies of evaluation forms used in the study are appended.) (Author/FL)
Descriptors: Classroom Communication, Classroom Techniques, Educational Research, Elementary School Teachers, Feedback, Primary Education, Reading Instruction, Reading Research, Student Teacher Relationship, Teacher Behavior, Teacher Effectiveness, Teaching Methods
Institute for Research on Teaching, College of Education, Michigan State Univ., 252 Erickson Hall, East Lansing, MI 48824 ($3.25).
Publication Type: Reports - Research
Education Level: N/A
Audience: Researchers; Practitioners
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.