Dissertations and Theses @ UNI
Availability
Open Access Thesis
Keywords
Reading--Remedial teaching;
Abstract
Research has suggested that many low-achieving readers may be receiving feedback to their miscues which is not helpful and is very different than that being provided high-achieving readers. The assumption seems to be that if teachers respond to low achieving readers in the same manner as high-achieving readers, then they would begin to see the low-achieving readers using the more effective strategies similar to those used by the high achieving readers. Yet the question remains of how we systematically develop effective feedback strategies in teachers. Specifically, this study proposed to answer the question: What is the effect of a four-part training program on teacher feedback to miscues of low-achieving second and third graders? A four-part training program was developed by the researcher based on the suggestions of Zutell (1977). The program also incorporated the suggestions of other authors familiar with the process of teacher change (Goodman, K., 1973; Joyce & Showers, 1982) and the parts of a program which demonstrated some success in the past (Geissal & Knafle, 1978). The training program's aim was to effect change in teachers' feedback in two areas. First, the percentage of immediate versus delayed feedback was addressed, and secondly, the percentage of little-meaning-change (LMC) miscues receiving feedback was discussed. The training program extended over a period of 4 weeks. Sessions were conducted twice a week and were approximately 30 minutes in length. The subjects in this study were 4 volunteer teachers in one school district in northern Iowa who were currently working with at least one group of low-achieving second- or third-grade readers and who included oral reading instruction at least once a week. The subjects made audiotape recordings of oral reading instruction sessions once a week for 4 weeks. These audiotapes were coded using a revised version of FORMAS (Hoffman & Baker, 1981) by the researcher and two assistants. The subjects were also asked to keep a written record of their feelings and experiences in a journal. The researcher responded in writing to these entries on a weekly basis. Statements from the journals were analyzed and categorized by the researcher and an assistant. The training program demonstrated success in effecting a change in teachers' feedback patterns. The subjects were able to limit their instances of immediate feedback to only two occurrences after the first week of the study and exhibited no instances of feedback to LMC miscues after the first week of the study. This study demonstrated that effecting change in teachers' feedback patterns is possible and can be accomplished with a limited time investment.
Year of Submission
1986
Degree Name
Master of Arts in Education
Department
Department of Curriculum and Instruction
First Advisor
Catherine W. Hatcher
Second Advisor
David W. Moore
Third Advisor
Sharon Arthur Moore
Date Original
1986
Object Description
1 PDF file (70 leaves)
Copyright
©1986 Valori Dawn Hansen
Language
en
File Format
application/pdf
Recommended Citation
Hansen, Valori Dawn, "Developing Reading Strategies: Teachers’ Responses to Miscues" (1986). Dissertations and Theses @ UNI. 2864.
https://scholarworks.uni.edu/etd/2864
Comments
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