Literaturnachweis - Detailanzeige
| Autor/in | Hatcher, Thomas Clark |
|---|---|
| Titel | The Development of Comprehension Skills in Selected Basal Readers. |
| Quelle | (1971), (267 Seiten) Ph.D. Dissertation, The Ohio State University... |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Abstract Reasoning; Basal Reading; Basic Reading; Cognitive Processes; Comprehension; Developmental Reading; Elementary School Students; Intellectual Development; Language Arts; Reading Comprehension; Reading Development; Reading Skills |
| Abstract | The purpose of this study was to enumerate, categorize, and compare the types of reading comprehension questions and activities included in the manuals of selected basal reading series. The Barrett Taxonomy--Cognitive and Affective Dimensions of Reading Comprehension was selected as the categorization taxonomy. Basal series were classified as traditional, phonic, or linguistic, and then five series--three traditional and one each phonic and linguistic--were selected randomly to be analyzed. A stratified random sample of 30 percent of the stories in each book at each grade level (one through six) was selected. The manual questions and activities for these stories were categorized in the taxonomy; a category of phonics-structure was added, and all items pertaining to phonics-structure and dictionary skills were tallied. Conclusions were: (1) authors of basal series place greater emphasis on skill development at the primary rather than the intermediate level; (2) the lower level thinking-comprehension skills are more emphasized than the higher level skills; (3) each series is very different from the other series in the nature of comprehension questions and activities; and (4) the differences in skill treatment confirm the differences in reading philosophies. (Author/TO) |
| Anmerkungen | University Microfilms, A Xerox Company, Dissertation Copies, Post Office Box 1764, Ann Arbor, Michigan 48106 (Order No. 72-4514, MFilm $4.00, Xerography $10.00) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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