ERIC Number: ED249471
Record Type: RIE
Publication Date: 1984-Jun
Reference Count: 0
Learning from Experience to Improve Outcomes in Reading: A Case Study. Research Series No. 149.
Weinshank, Annette; And Others
A study of the requisite processes for establishing diagnostic validity in reading was conducted in a seventh grade remedial reading classroom. The study's objectives were to (1) collect reliable diagnostic data on each student's performance in word recognition, oral reading, silent reading comprehension, and listening comprehension before and after the year's instruction; (2) document the teacher's instructional practices; (3) link outcomes with instruction; and (4) return diagnostic and outcome information to the teacher. On the basis of this information, the teacher made instructional adjustments for the next year's program in the areas of word recognition and oral reading. The diagnostic results for the following year showed improvement in student achievement in those areas. The results also indicated that an unobtrusive system for establishing diagnostic validity can be successfully introduced into the classroom. (Author/HTH)
Descriptors: Diagnostic Teaching, Grade 7, Instructional Improvement, Junior High Schools, Listening Comprehension, Oral Reading, Reading Achievement, Reading Comprehension, Reading Diagnosis, Reading Improvement, Reading Instruction, Reading Research, Remedial Reading, Silent Reading, Teacher Effectiveness, Word Recognition
Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($2.50).
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.