ERIC Number: ED260390
Record Type: Non-Journal
Publication Date: 1985-Jun
Reference Count: N/A
A Descriptive Study of the Effects and Characteristics of Direct Teacher Explanation in a Clinical Setting. Research Series No. 159.
Herrmann, Beth Ann; And Others
A study was conducted to explore whether explicit teacher explanation techniques could be effective with severely disabled readers in clinical settings. The subjects were three teachers enrolled in a five-week supervised clinical practicum that emphasized continuous diagnosis of disabled readers and the planning and implementation of 54 hours of corrective and remedial instruction on the basis of identified student needs. Using procedures and tools from an earlier study, lessons were rated for explicitness, and students were interviewed to determine their awareness of the reading skills they had been taught. The results substantiated previous findings indicating that (1) there is a relationship between the explicitness of the teacher's instruction during reading lessons and what students learn, and (2) this relationship exists regardless of whether the instruction is provided in a regular classroom using a basal reader or in a reading clinic using a variety of printed materials. However, qualitative analysis revealed unanticipated subtleties about how to conduct instructional interactions that may be important to improving verbal explanations in all settings. (Author/HOD)
Descriptors: Elementary Education, Individualized Instruction, Learning Disabilities, Perception, Reading Difficulties, Reading Instruction, Reading Processes, Reading Research, Reading Skills, Teacher Role, Teacher Student Relationship, Teaching Methods
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.