Literaturnachweis - Detailanzeige
| Autor/in | Artley, A. Sterl |
|---|---|
| Titel | Secondary Developmental Reading Programs--Are They Feasible? |
| Quelle | (1971), (16 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Conference Reports; Content Area Reading; Developmental Reading; Literature Reviews; Program Evaluation; Reading Programs; Secondary Schools |
| Abstract | The feasibility of and disparity between pronouncement and actual practice in secondary school developmental programs are discussed. The author states that, while systematic development of reading competencies and interests are the purported goals, the actual status of developmental reading varies greatly as reported in various studies. Smith (1963) found that by applying criteria of comprehensiveness and quality to 114 schools, seven had good programs. In California (Graham, 1969), 82 percent of the reading programs were remedial. In New Mexico (Bowren, 1970), the programs were remedial and isolated from the rest of the school. In general, trends indicate that (1) the English teachers handle reading classes, (2) programs are in the experimental stage, (3) most are short-term reading and study classes taught in conjunction with content classes (usually English), and (4) only a few offer separate reading classes and free or sustained reading. Problems were listed which limit developmental programs, and it was concluded that teaching of reading and study skills in content classes, widening of scope to include developmental reading, improving program direction, and providing trained personnel will all help make a secondary developmental reading program feasible and effective. References are included. (BM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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