Improving Reading/Study Skills in a College Content Class.

Autor/inn/en	Gillis, M. K.; Olson, Mary W.
Institution	Southwest Texas State Univ., San Marcos.
Titel	Improving Reading/Study Skills in a College Content Class.
Quelle	(1982), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Content Area Reading; Higher Education; Preservice Teacher Education; Reading Instruction; Reading Research; Reading Teachers; Skill Development; Student Attitudes; Study Habits; Study Skills; Teaching Models + Suchen Sie Ihr Suchwort? Sinnerfassendes Lesen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Leseunterricht; Leseforschung; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Kompetenzentwicklung; Qualifikationsentwicklung; Schülerverhalten; Study behavior; Study behaviour; Studienverhalten; Studientechnik; Lehrmodell
Abstract	Reading educators stress the importance of teaching reading study skills in college content area classes. Thus, a freshman level reading education course offered the opportunity simultaneously to model effective practices for preservice teachers and to conduct a study of the gains in both content knowledge and reading study skills for students who had been taught study skills integrated with course content. Subjects, 121 undergraduates enrolled in 4 sections of a freshman level reading education course, were randomly assigned to experimental or control groups. After training, the control groups tutored primary grade children in public schools, while the experimental groups attended a standard lecture-based college class in which reading study skills were taught concurrently with the course content. Analysis of pretest and posttest data showed that the experimental group reported significantly improved study habits and attitudes as opposed to the control group. Course content scores also proved that if subjects were taught course content, they learned it, and that merging course content with reading study skills instruction did not hinder content learning. Reading comprehension and vocabulary also improved for the experimental group. Students also used what they learned in other classes and in their own teaching. (JL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01