A Strategy for Coping with High School and College Remedial English Problems.

Autor/inn/en	Bossone, Richard M.; Troyka, Lynn Quitman
Institution	City Univ. of New York, NY. Graduate School and Univ. Center.
Titel	A Strategy for Coping with High School and College Remedial English Problems.
Quelle	(1976), (214 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Articulation (Education); Educational Research; English Curriculum; Expository Writing; Higher Education; Program Evaluation; Reading Skills; Remedial Instruction; Remedial Programs; Remedial Reading; Secondary Education; Writing Skills; New York (New York) + Suchen Sie Ihr Suchwort? Articulation; Artikulation (Ling); Artikulation; Aussprache; Bildungsforschung; Pädagogische Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Programme evaluation; Programmevaluation; Reading skill; Lesefertigkeit; Förderkurs; Förderprogramm; Leseförderung; Sekundarbereich; Writing skill; Schreibfertigkeit
Abstract	An experimental approach to remedial writing instruction was compared with other teaching methods in common use in New York City, in a study involving 71 teachers of remedial English and 2,066 of their pupils. The experimental program correlated reading and writing instruction in a highly structured design for the purpose of improving expository writing. Objectives of the program included the analysis and development of instruments to provide accurate student profiles, utilization of teaching materials that specifically correlated reading and writing, training of remedial teachers to cope better with students' reading and writing problems, evaluation of progress within and between experimental and control groups, and articulation between high schools and colleges in preparing open-admissions students for college English. Results relevant to each of the objectives are reported, including the finding that approximately 80% of the experimental group, but only 45% of the control group, improved in their written work by the end of their semester of participation in the program. (AA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC