Literaturnachweis - Detailanzeige
| Autor/in | Allen, Sheilah |
|---|---|
| Titel | Effectiveness of a Preservice Course in Reading in the Secondary School. |
| Quelle | (1982), (15 Seiten) |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Tagungsbericht; Content Area Reading; Followup Studies; Higher Education; Preservice Teacher Education; Program Effectiveness; Reading Instruction; Reading Research; Reading Skills; Secondary Education; Teacher Attitudes; Transfer of Training |
| Abstract | To asertain the long-term results of preservice courses in reading, a followup study was undertaken with 20 preservice teachers who had completed a 36-hour course entitled "Reading in the Secondary School." Students were given a reading attitude inventory at the beginning and at the end of the course and asked to complete the following assignments: (1) design an interest inventory, (2) design an informal reading inventory, (3) do a subjective and content analysis of a text, (4) apply two readability formulas to a text, (5) design a cloze test for a text, (6) develop a lesson to teach vocabulary specific to a subject, (7) develop a lesson to teach comprehension skills, (8) develop a lesson to teach study skills, (9) develop a directed reading lesson, and (10) relate to a school wide reading program. Following their internship year, students were asked to complete a questionnaire to determine how useful the reading course had been. Practices that could be related to the reading course were administration of an interest inventory, readability analyses of texts, reading guides, sustained silent reading, purpose setting for reading, questioning at different levels, oral reading to students, small group and pair experiences, concrete referents for new vocabulary, and emphasis on reading for understanding. Results showed that the students responded positively to most of the questions. Those questions that received a negative response were related to the use of informal reading inventories, readability formulas, cloze procedure, and directed reading activities. (Appendixes include a copy of the questionnaire and a scale to measure attitudes toward teaching reading in content classrooms.) (HOD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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