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ERIC Number: ED393065
Record Type: Non-Journal
Publication Date: 1995-Nov
Pages: 39
Abstractor: N/A
Reference Count: N/A
A Comparison of Teachers' Knowledge and Use of Content Reading Strategies in the Primary Grades.
Howe, Mary E.; And Others
A study examined the extent to which reported familiarity, reported utility, and perceived applicability of content area reading strategies were related to teaching in the primary grades. A total of 68 first- through third-grade teachers representing 6 elementary schools in 2 districts responded to the Content Area Questionnaire. Frequency analyses indicated moderate to large effects of knowledge, use, and recommendation of selected strategies considered general to reading comprehension. Variables reflecting years of teaching experiences, years of experience at current grade level, related workshop attendance, and related graduate coursework were analyzed to determine their effect on the three independent variables. The only variable that appeared not to affect the independent variables was years of teaching experience. (Contains 89 references and numerous unnumbered tables of data.) (Author/RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A