ERIC Number: ED261353
Record Type: Non-Journal
Publication Date: 1985-May
Reference Count: N/A
Teacher Explanation during Reading Instruction: A Technical Report of the 1982-83 Study. Research Series No. 158.
Roehler, Laura R.; And Others
Twenty-two fifth-grade teachers participated in a study designed to determine whether, given typical basal text material and the opportunity to learn, the more effective classroom teachers of reading would be those who provided explicit explanations on how to use reading skills strategically when reading. The treatment group of teachers was trained in how to explain to low reading groups what strategies could be used, when they should be used, and how to apply them. The control group participated in a workshop on effective classroom management. Subsequently, the low-group reading instruction of each treatment and control teacher was observed four times at one month intervals. Students were pretested and posttested with the Gates-McGinitie Reading Achievement Test. Results suggested that teachers were able to incorporate explanatory talk into their lessons and that this talk resulted in greater student awareness. However, no achievement gains were found. Qualitative analysis of the explanations of teachers who were more and less effective in creating awareness outcomes resulted in the identification of distinguishing descriptive characteristics of effective explanation and suggested reasons why some teachers were not more effective. (Copies of materials used in the study are appended.) (HOD)
Descriptors: Comparative Analysis, Grade 5, Intermediate Grades, Reading Achievement, Reading Instruction, Reading Research, Reading Strategies, Teacher Effectiveness, 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 ($12.25).
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.