Graduate Research Papers
Availability
Open Access Graduate Research Paper
Abstract
Reading teachers in Chapter I school programs are currently following a job description based upon expectations of the past (Robinson & Pettit, 1978). Traditionally, the solution for schools' reading problems has been to employ specially trained teachers to work with students on a referral basis outside the classroom. An increased interest in reading and an abundance of government funding during the 1950 1 s and 1960 1 s served to reinforce this plan. The emphasis in these remedial programs was on correcting reading failure after it had happened rather than preventing it (Smith, 1962).
Year of Submission
1990
Degree Name
Master of Arts in Education
Department
Department of Curriculum and Instruction
First Advisor
Jeanne McLain Harms
Date Original
1990
Object Description
1 PDF file (24 leaves)
Copyright
©1990 Elizabeth Ketter-Norton
Language
en
File Format
application/pdf
Recommended Citation
Ketter-Norton, Elizabeth, "Chapter I teachers as reading facilitators through connecting the comprehension-composition processes" (1990). Graduate Research Papers. 2682.
https://scholarworks.uni.edu/grp/2682
Comments
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