Comparative Value of a Systematic Diagnostic and Prescriptive Approach to the Teaching of Reading (Instructional Management System).

Autor/in	Elliott, Robert C.
Titel	Comparative Value of a Systematic Diagnostic and Prescriptive Approach to the Teaching of Reading (Instructional Management System).
Quelle	(1975), (127 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Diagnostic Teaching; Doctoral Dissertations; Program Evaluation; Reading Achievement; Reading Comprehension; Reading Diagnosis; Reading Research; Reading Skills; Sex Differences; Teacher Education; Teaching Methods; Vocabulary Development + Suchen Sie Ihr Suchwort? Diagnostic assessment; Diagnostisches Verfahren; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Programme evaluation; Programmevaluation; Leseleistung; Leseverstehen; Leseforschung; Reading skill; Lesefertigkeit; Sex difference; Geschlechtsunterschied; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatzarbeit
Abstract	The primary purpose of this study was to determine the value of familiarizing third grade teachers with specific reading skills and to describe the effects of their using the word-attack element of the Wisconsin Design for Reading Skills Development (WDRSD) as an instructional management system for improving the achievements in reading comprehension, reading vocabulary, and total reading. Secondary purposes were to determine the differences between high, middle, and low aptitude subgroups and between male and female subgroups. During 1973-74, the experimental group of 285 students received WDRSD treatment, and the control group of 220 students did not. During May 1974, all students were given the Short Form Test of Academic Aptitude and the Comprehensive Test of Basic Skills to determine aptitude and achievement. The tests of hypotheses showed no significant difference in reading comprehension, reading vocabulary, and total reading achievement between treatment and control group; and no difference in reading between high, middle, and low aptitude pupils of the two groups. However, in both experimental and control groups, female subgroups surpassed their male counterparts. (Author/TS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC