ERIC Number: ED324655
Record Type: RIE
Publication Date: 1990
Reference Count: N/A
Reading Instruction Study. Final Report. Part I: The Study.
Richardson, Virginia; Anders, Patricia
This final report of a reading instruction study examined teachers' use of research-based practices when teaching reading comprehension, as well as the barriers that prevent teachers from using such practices. Six schools in two school districts in a southwestern urban area were selected for intensive study; 39 teachers of grades 4-6 participated. The report also developed and tested a school-based staff development process designed to change teachers' practices in reading comprehension instruction. Chapters of the study are titled: (1) "Introduction and Rationale"; (2) "Research Methodology and Site"; (3) "Research-Based Teaching of Reading Practices"; (4) "Teachers' Reading Comprehension Instructional Practices"; (5) "Teacher Beliefs and the School Context: Factors Affecting Teachers' Use of Research-Based Practices"; (6) "The Staff Development Process and its Effects"; (7) "Implications of the Staff Development Program for Student Learning"; and (8) Conclusions." The report concludes that research should provide practitioners not just with findings in the form of activities or behaviors that "work," but ways of thinking and empirical premises related to teaching and learning. The report also concludes that opportunities should be created to allow teachers to interact and maintain conversations around standards, theory, and classroom activity. Sixteen pages of references are attached; extensive figures and tables of data are included. The appendixes include a six-page list of syntheses and reviews of comprehension teaching practices; an outline of reading comprehension practices researched in the literature; evaluation instruments, survey instruments, and interview questions; and detailed case studies of five schools where research was conducted. (RS)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Arizona Univ., Tucson. Coll. of Education.