A Comparison of the Effects of a Systematic Instructional Strategy and Basal-Reader-Oriented Instructional Strategies on Elementary Pupil Achievement of Phonic Word-Attack Skills.

Autor/in	Hardy, Betty Vaught
Titel	A Comparison of the Effects of a Systematic Instructional Strategy and Basal-Reader-Oriented Instructional Strategies on Elementary Pupil Achievement of Phonic Word-Attack Skills.
Quelle	(1975), (144 Seiten)Verfügbarkeit Ed.D. Dissertation, North Texas State University...
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Basal Reading; Basic Reading; Doctoral Dissertations; Elementary Education; Instructional Improvement; Instructional Systems; Phonics; Reading Instruction; Reading Research; Teacher Education; Teacher Effectiveness; Teaching Methods + Suchen Sie Ihr Suchwort? Lesetraining; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Elementarunterricht; Unterrichtsqualität; Unterrichtsorganisation; Leseunterricht; Leseforschung; Lehrerausbildung; Lehrerbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The purpose of this study was to compare the effectiveness of two instructional strategies for six phonic word-attack skills objectives. The study was undertaken in order to identify training procedures for helping teachers to become more effective at reading instruction. Written criterion-referenced phonic word-attack skills pretests were administered to approximately 110 third and fourth grade pupils. On the basis of the pretest data, pupils who scored eighty percent or less were randomly assigned to groups of from four to six pupils at their grade level. These teachable groups were then randomly assigned to one of fourteen student teachers, seven of whom had been previously taught to use a basal-reader-oriented instructional strategy and seven who had been taught to use a systematic instructional strategy. This report concludes that when elementary pupil achievement of phonic word-attack skills is used as the criterion for student teacher effectiveness, then teaching in the conscientious application of systematic instructional procedures incorporating research validated learning principles is a more effective procedure than requiring student teachers to follow the recommended procedures in basal readers. (Author/TS)
Anmerkungen	University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 75-24,170, MF$7.50, Xerography $15.00)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01