ERIC Number: ED263071
Record Type: RIE
Publication Date: 1985
Reference Count: 0
Instruction: The Implications of Research on Teacher Response toward Reading Miscues. Report No. 9069.
Hoffman, James V.
This paper on the nature of instruction as it has been informed by instructional research is organized into two major sections. The background section describes the origin and evolution of the research that has been conducted into teacher response toward reading miscues, while the second section relates this research to other classroom research with the goal of participating in a working model for instruction. The major reading research studies can be categorized under three major headings: (1) investigations of teacher feedback as a decision making process tied to a teacher's conception or orientation to readings; (2) investigations exploring systematic differences in teacher feedback to miscue across different ability groups; and (3) investigations of qualitative relationships between teacher feedback and pupil miscue patterns. Academic work and social work perspectives toward this research are discussed. It is concluded that research must now move forward from the focus on what the teacher is doing, to research paradigms that are more considerate of and sensitive to the complexity of instruction. (CB)
Publication Type: Speeches/Meeting Papers; Information Analyses; Reports - Descriptive
Education Level: N/A
Authoring Institution: Texas Univ., Austin. Research and Development Center for Teacher Education.
Note: Paper presented at the Annual Meeting of the American Educational Research Association (69th, Chicago, IL, March 31-April 4, 1985).