A Comparative Analysis of Three Instructional Approaches to the Teaching of Reading in English as a Second Language among Disadvantaged Students at Inter American University of Puerto Rico.

Autor/in	Albizu Melendez, Winifred
Titel	A Comparative Analysis of Three Instructional Approaches to the Teaching of Reading in English as a Second Language among Disadvantaged Students at Inter American University of Puerto Rico.
Quelle	(1976), (149 Seiten)Verfügbarkeit Ph.D. Dissertation, New York University...
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Conventional Instruction; Doctoral Dissertations; Educationally Disadvantaged; English (Second Language); Higher Education; Puerto Ricans; Reading Achievement; Reading Instruction; Reading Research; Teaching Methods; Tutoring + Suchen Sie Ihr Suchwort? Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; English as second language; English; Second Language; Englisch als Zweitsprache; Hochschulbildung; Hochschulsystem; Hochschulwesen; Puerto Rican; Puerto-Ricaner; Leseleistung; Leseunterricht; Leseforschung; Teaching method; Lehrmethode; Unterrichtsmethode; Förderkonzept; Nachhilfeunterricht
Abstract	The effect of tutoring on the reading achievement of disadvantaged Puerto Rican college freshmen studying English as a second language was the focus of this study. Three instructional approaches were compared: directed tutoring, nondirected tutoring, and traditional classroom instruction. Directed tutors' activities were prescribed by a sequence of tape-recorded materials and procedures provided by the teacher, while nondirected tutors were permitted to engage in less structured activities and to select their own materials and approaches. Posttesting with the Inter-American Test of Reading and the English Attitudes Questionnaire, at the end of the semester, revealed that tutoring had a significant effect on the students' reading achievement. While both directed and nondirected tutoring were more effective than were traditional classroom approaches, directed tutoring elicited somewhat higher reading achievement. The traditional classrooms included as controls were not found to be conducive to the acquisition of English reading skills. The initial success of this project indicated that tutoring can open doors for the disadvantaged. (Author/KS)
Anmerkungen	University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-19,008, MF $7.50, Xerography $15.00)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01