View in EDS

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.

Saved in:
Bibliographic Details
Title: 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.
Authors: Brady, Mary Ella, Indiana Univ., Bloomington. Center for Innovation in Teaching the Handicapped.
Peer Reviewed: N
Page Count: 74
Publication Date: 1976
Sponsoring Agency: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Contract Number: OEG-9-242178-4149-032
Document Type: Reports - Research
Descriptors: 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, Teacher Education, Teaching Methods
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)
Journal Code: RIEJUL1977
Entry Date: 1977
Accession Number: ED135160
Database: ERIC
Description
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)