An Inquiry into Children's Reading in One Urban School Using SRA Reading Mastery (Direct Instruction)

Autor/inn/en	Wiltz, Nancy; Wilson, G. Pat
Titel	An Inquiry into Children's Reading in One Urban School Using SRA Reading Mastery (Direct Instruction)
Quelle	In: Journal of Literacy Research, 37 (2006) 4, S.493-528 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
Schlagwörter	Urban Schools; Inquiry; Phonics; Reading Strategies; Reading Processes; Reading Comprehension; Reading Instruction; Oral Reading; Reading Teachers; Miscue Analysis; Program Effectiveness; School Personnel; Interviews + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Reading strategy; Leselernstufe; Lesetechnik; Leseprozess; Leseverstehen; Leseunterricht; Oral work; Reading; Mündliche Übung; Lesen; Reading Teaching; Reading teacher; Lehrer; Lehrerin; Lehrende; Lesenlernen; Schulpersonal; Interviewing; Interviewtechnik
Abstract	This study focused on 27 second graders in one urban school that used SRA Reading Mastery. Children's strategy use, comprehension, and perception of the reading process were appraised using samples of oral reading with retellings; classroom observations; interviews with the children, their teachers, and the principal; and a phonics test. Results showed that visual and sound cues were used heavily when reading text, but nearly half of miscues were not meaningful substitutions. Children rarely self-corrected, and their use of nonwords was high. Phonics knowledge when reading pseudowords was in the average range. Most children tackled grade-level or above grade-level authored trade books, but their retellings, corroborated by our classroom observations, indicated that talk about stories without explicit guidance from teachers was uncommon. Retellings frequently lacked coherence, elaboration, or inferences. Results from interviews with school personnel revealed that the program was strong in teaching skills, but weak in developing reading comprehension and writing. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc., Journal Subscription Department, 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579 (Toll Free); e-mail: journals@erlbaum.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10