Literaturnachweis - Detailanzeige
| Autor/in | Clay, Marie M. |
|---|---|
| Institution | Pittsburgh Univ., PA. Learning Research and Development Center. |
| Titel | Theoretical Research and Instructional Change: A Case Study. |
| Quelle | (1976), (50 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Beginning Reading; Case Studies; Classroom Observation Techniques; Conference Reports; Foreign Countries; Informal Reading Inventories; Instructional Improvement; Primary Education; Reading Achievement; Reading Diagnosis; Reading Failure; Reading Instruction; Reading Research; Student Behavior; New Zealand |
| Abstract | A case study of a New Zealand educator's 14-year efforts to apply reading theory to reading instruction is described in this paper. The project was begun in 1962 to find out if teachers could observe the process of learning to read going awry within a few months of the child's entry into school, and to seek ways of correcting that trend if observed. The data were collected in a longitudinal study design from six New Zealand schools. The data indicated that students developed self-limiting and self-improving reading behaviors, complex sets of hierarchically organized behaviors acquired over three to four years of graduated practice. The applications of ideas gained from this research took the form of inservice workshops to make teachers more sensitive observers of student reading behaviors, helping the teachers to observe, analyze, and correct the students' reading strategies before self-limiting strategies would inhibit reading progress and lead to reading failure. (Discussion following presentation of the paper is included.) (RL) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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