Dissertations and Theses @ UNI
Availability
Open Access Thesis
Abstract
The specific purpose of this study was to investigate teacher behaviors within formal instructional reading periods to determine whether such instruction systematically differed as a function of reader group placement and the size of the group. The following problematic questions were addressed: (1) Relative to the school day, what proportion of the time is scheduled for formal reading instruction? (2) Relative to the total scheduled reading period, what amount of time and number of reading events are allocated to the low versus the high achieving group? (3) Relative to the time allocated to the low versus the high achieving group, what amount of time and number of reading events were allotted per group member? (4) What amount of teacher behaviors is concerned with each of the three major reading instructional areas (e.g., meaning emphasis, word identification emphasis, and other instructional emphasis) within the time allocated to the low versus the high achieving group? (5) Relative to the amount of teacher behaviors concerned with each of the three major reading instructional areas for the low versus the high achieving groups, what is the amount allotted per group member? and, (6) Within the low and high achieving groups, what types of skills are emphasized?
Year of Submission
1983
Degree Name
Master of Arts in Education
Department
Department of Curriculum and Instruction
First Advisor
Catherine W. Hatcher
Second Advisor
Gaile S. Cannella
Third Advisor
Marlene I. Strathe
Date Original
1983
Object Description
1 PDF file (80 leaves)
Copyright
©1983 Sue Ann Gross
Language
en
File Format
application/pdf
Recommended Citation
Gross, Sue Ann, "An investigation into teaching behaviors with reading groups of different achieving levels" (1983). Dissertations and Theses @ UNI. 1481.
https://scholarworks.uni.edu/etd/1481
Comments
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