Date of Award
5-1987
Document Type
Thesis
Degree Name
Master of Arts in Education
Department
Education
First Advisor
Gene Henderson
Second Advisor
Jeanne M. Donovan
Abstract
The purpose of this study was to determine current practices in providing opportunities for reading . development for remedial reading students in mid- Missouri schools, Callaway County, Hermann R-1, Montgomery County R-3, Warren County R-3, and Wellsville R-1, and to relate those practices to the attitudes of teachers responding to the survey. It was intended to elicit information regarding practices in remedial reading compared to classroom reading instruction, reading instruction compared to library usage, and reading instruction compared to language instruction. Responses were assessed to determine areas of congruence or closely related practices and to determine the effects of perceived congruence upon the attitudes held by respondents.
In this study, surveys were distributed to all classroom and remedial reading teachers in the districts designated for study with the exception of Hermann R-1 which was eliminated because no remedial reading services were offered in the district. Eighty-six (90%) of the surveys were returned. These responses provided the data for the study.
The data were tabulated to give specific information about practices in providing for reading development with responses on each survey item reported as simple percentages. Analysis of the data revealed remedial and classroom reading instruction were often closely related , reading instruction and library usage were less often related, and reading instruction and language instruction were seldom related. There were no significant differences between classroom and remedial reading teachers in reporting practices; however , the prevalence of congruent or incongruent practices in providing for reading development did not always agree with attitudes held by teachers. Teachers who reported perceiving congruence in practices in reading instruction agreed remedial reading was beneficial, did not support the pull out mode l of delivery of remedial reading services , a nd ag reed that close coordination of classroom and remedial reading instruction was effective. Teachers reporting perceiving incongruence in practices in reading instruction also agreed remedial reading was beneficial. Teachers who reported perceiving congruence in library usage agreed that remedial reading students often engaged in silent reading. Teachers who reported perceiving incongruence in reading instruction and language instruction agreed that language instruction was used as a reinforcement for reading.
Recommended Citation
Richardson, Ruth Hubbard, "A Survey of Current Practices in Teaching Remedial Reading to Determine Congruence of Opportunities for Reading Development" (1987). Theses. 1256.
https://digitalcommons.lindenwood.edu/theses/1256
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