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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.

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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
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED135160
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  Data: 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.
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  Data: <searchLink fieldCode="AR" term="%22Brady%2C+Mary+Ella%22">Brady, Mary Ella</searchLink><br /><searchLink fieldCode="AR" term="%22Indiana+Univ%2E%2C+Bloomington%2E+Center+for+Innovation+in+Teaching+the+Handicapped%2E%22">Indiana Univ., Bloomington. Center for Innovation in Teaching the Handicapped.</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 74
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1976
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: OEG-9-242178-4149-032
– Name: TypeDocument
  Label: Document Type
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  Data: Reports - Research
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  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Exceptional+Child+Research%22">Exceptional Child Research</searchLink><br /><searchLink fieldCode="DE" term="%22Inservice+Teacher+Education%22">Inservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+Retardation%22">Mental Retardation</searchLink><br /><searchLink fieldCode="DE" term="%22Mild+Mental+Retardation%22">Mild Mental Retardation</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+Reading%22">Oral Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Programed+Instruction%22">Programed Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Prompting%22">Prompting</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Difficulty%22">Reading Difficulty</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Research%22">Reading Research</searchLink><br /><searchLink fieldCode="DE" term="%22Remedial+Reading%22">Remedial Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Evaluation%22">Self Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: 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)
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  Data: 1977
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  Data: ED135160
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RecordInfo BibRecord:
  BibEntity:
    PhysicalDescription:
      Pagination:
        PageCount: 74
    Subjects:
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Exceptional Child Research
        Type: general
      – SubjectFull: Inservice Teacher Education
        Type: general
      – SubjectFull: Interaction
        Type: general
      – SubjectFull: Mental Retardation
        Type: general
      – SubjectFull: Mild Mental Retardation
        Type: general
      – SubjectFull: Oral Reading
        Type: general
      – SubjectFull: Programed Instruction
        Type: general
      – SubjectFull: Prompting
        Type: general
      – SubjectFull: Reading Difficulty
        Type: general
      – SubjectFull: Reading Research
        Type: general
      – SubjectFull: Remedial Reading
        Type: general
      – SubjectFull: Self Evaluation
        Type: general
      – SubjectFull: Teacher Education
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
    Titles:
      – TitleFull: 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.
        Type: main
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          Name:
            NameFull: Indiana Univ., Bloomington. Center for Innovation in Teaching the Handicapped.
      – PersonEntity:
          Name:
            NameFull: Brady, Mary Ella
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      – BibEntity:
          Dates:
            – D: 01
              M: 05
              Type: published
              Y: 1976
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