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ERIC Number: ED265502
Record Type: Non-Journal
Publication Date: 1985
Pages: 26
Abstractor: N/A
Reference Count: N/A
Diagnostic and Prescriptive Skills of Teachers and Related Specialists.
Banks, Karen Vlahos; Nolen, Patricia
In light of criticisms that teacher preparation programs do not adequately prepare prospective reading teachers and specialists for actual classroom problems, a study was conducted to determine the accuracy of teacher diagnoses and planning for reading difficulties and to examine differences in coursework preparation and classroom experience. Subjects, 94 education students, were grouped according to their coursework backgrounds as follows: (1) those having taken developmental and diagnostic reading instruction courses, (2) those having taken only diagnostic reading instruction courses, and (3) those having taken only developmental reading instruction courses. Information about the teaching backgrounds of each was also collected. Subjects were asked to develop diagnoses and prescriptive plans for four cases, each characterized by a different reading problem. The responses were evaluated according to the judgments of three experts in the field. Results showed that coursework background and years of teaching experience did not lead to differential performance in diagnosing and planning instruction. In addition, the subjects performed poorly in comparison with expert judgment on all variables examined. (FL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A