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ERIC Number: ED329953
Record Type: Non-Journal
Publication Date: 1990-Nov
Pages: 13
Abstractor: N/A
Training Teachers To Foster Active Reading Strategies in Reading Disabled Adolescents.
Anderson, Valerie; Riot, Marsha
A study tested a teacher training intervention designed to provide experimental teachers with peer support as well as specific principles and techniques for fostering active reading strategies in severely reading disabled adolescents. The study investigated whether and how changes in teaching result in changes in students' reading performance. The intervention involved direct instruction for experimental teachers and their students and was compared with a more conventional direct instructional approach for a control group of students. Participants were nine experimental and seven control group teachers. All teachers and students were drawn from middle schools, junior highs, and high schools. A total of 130 single-page expository texts, covering most content areas, were prepared for teachers to use with their students. The following techniques were used in training the experimental group: research improvement, teacher and student shifts/self-evaluation of videotapings, principles for fostering active reading through reading instruction, and journeyman teachers. All teachers administered three subtests of the Stanford Diagnostic Reading Test to their students as pre- and posttests. An analysis of pre- and posttest experimental and control videotapes showed that experimental teachers made many changes in their teaching that could foster active reading in their students, while control teachers showed little change. (One table of data is included.) (MG)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Stanford Diagnostic Reading Test