A Comparison of the Effect of Self Evaluation Lessons and Increased Content of the Prompting Module on Teacher Interactions with Handicapped Readers During Oral Reading. Final Report 11.3.

Autor/in	Brady, Mary Ella
Institution	Indiana Univ., Bloomington. Center for Innovation in Teaching the Handicapped.
Titel	A Comparison of the Effect of Self Evaluation Lessons and Increased Content of the Prompting Module on Teacher Interactions with Handicapped Readers During Oral Reading. Final Report 11.3.
Quelle	(1976), (74 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary Secondary Education; Exceptional Child Research; Inservice Teacher Education; Interaction; Mental Retardation; Mild Mental Retardation; Oral Reading; Programed Instruction; Prompting; Reading Difficulty; Reading Research; Remedial Reading; Self Evaluation; Teaching Methods + Suchen Sie Ihr Suchwort? Lehrerfortbildung; Interaktion; Geistige Behinderung; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Benutzerführung; Reading difficulties; Leseschwierigkeit; Leseforschung; Leseförderung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Studied with 12 teachers of educable mentally retarded students in intermediate and junior high self-contained classrooms and remedial reading students receiving extra reading instruction were the effects of teacher instructions during oral reading on pupil reading strategies. Teachers were given a self-instructional module on prompting skills for responding to pupil miscues during oral reading. Among findings were that the teachers rated the training as very helpful although they were not able to increase the success rate of their prompts, that many were unable to discriminate between different kinds of prompts, and that there were no differences between variations of the prompting module used. (IM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01