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Includes bibliographical references

The television course, "Teaching Elementary School Reading," represents the third in a series of inservice education programs developed and produced by the New Hampshire Network to improve the professional knowledge and skills of teachers previously isolated by geographic barriers characteristic of the rural environment of northern New England. The information presented in this document, the extensive formal evaluation of the program, is organized according to the following five-fold format: (1) the biographical characteristics and professional expectations of teacher-enrollees; (2) the assessment of targeted process information including enrollee assessment of the 15-lesson instructional series, generally, and the related television lessons, study guide, regional work sessions, and classroom follow-up activities; (3) the change data represented by pre- post instrument administration and statistical analysis of on-going data input; (4) the results of a final "retrospective" course evaluation; and (5) a summary of the project effort with emphasis on the implications of inservice teacher education courses for regional education, including recommendations of plausible changes in design, documentation, production, and evaluative segments of the reading course. Among the major needs underlined by the study is the need for a thorough reexamination of the underlying concept of inservice teacher education. (Author/JES)

This investigation was conducted in order to compare gains in knowledge of selected reading concepts of preservice teachers in their senior year of a four-year academic, undergraduate teacher education program at the University of Dallas, regardless of course sequencing and past scholastic achievement. Sixty preservice teachers, taught by the same instructor, were administered the Inventory of Teacher Knowledge in Reading prior to and following instruction. The findings indicated that requiring a course in children's literature before classes in methods of teaching reading increased the knowledge of selected reading concepts. The students who followed the new course sequence of children's literature had initial gains on knowledge of selected reading concepts and sustained these gains compared to the students who had the traditional course sequence of methods of teaching reading prior to children's literature. (WR)

This investigation was conducted in order to compare gains in knowledge of selected reading concepts of preservice teachers in their senior year of a four-year academic, undergraduate teacher education program at the University of Dallas, regardless of course sequencing and past scholastic achievement. Sixty preservice teachers, taught by the same instructor, were administered the Inventory of Teacher Knowledge in Reading prior to and following instruction. The findings indicated that requiring a course in children's literature before classes in methods of teaching reading increased the knowledge of selected reading concepts. The students who followed the new course sequence of children's literature had initial gains on knowledge of selected reading concepts and sustained these gains compared to the students who had the traditional course sequence of methods of teaching reading prior to children's literature. (WR)

This investigation was conducted in order to compare gains in knowledge of selected reading concepts of preservice teachers in their senior year of a four-year academic, undergraduate teacher education program at the University of Dallas, regardless of course sequencing and past scholastic achievement. Sixty preservice teachers, taught by the same instructor, were administered the Inventory of Teacher Knowledge in Reading prior to and following instruction. The findings indicated that requiring a course in children's literature before classes in methods of teaching reading increased the knowledge of selected reading concepts. The students who followed the new course sequence of children's literature had initial gains on knowledge of selected reading concepts and sustained these gains compared to the students who had the traditional course sequence of methods of teaching reading prior to children's literature. (WR)

This investigation was conducted in order to compare gains in knowledge of selected reading concepts of preservice teachers in their senior year of a four-year academic, undergraduate teacher education program at the University of Dallas, regardless of course sequencing and past scholastic achievement. Sixty preservice teachers, taught by the same instructor, were administered the Inventory of Teacher Knowledge in Reading prior to and following instruction. The findings indicated that requiring a course in children's literature before classes in methods of teaching reading increased the knowledge of selected reading concepts. The students who followed the new course sequence of children's literature had initial gains on knowledge of selected reading concepts and sustained these gains compared to the students who had the traditional course sequence of methods of teaching reading prior to children's literature. (WR)

This investigation was conducted in order to compare gains in knowledge of selected reading concepts of preservice teachers in their senior year of a four-year academic, undergraduate teacher education program at the University of Dallas, regardless of course sequencing and past scholastic achievement. Sixty preservice teachers, taught by the same instructor, were administered the Inventory of Teacher Knowledge in Reading prior to and following instruction. The findings indicated that requiring a course in children's literature before classes in methods of teaching reading increased the knowledge of selected reading concepts. The students who followed the new course sequence of children's literature had initial gains on knowledge of selected reading concepts and sustained these gains compared to the students who had the traditional course sequence of methods of teaching reading prior to children's literature. (WR)

Includes bibliographical references

1993-08 Chapman ED502 Teaching Reading Elementary School Portfolio Piece Computers In The Classroom Let’s Get Practical

1993-08 Chapman ED502 Teaching Reading Elementary School Portfolio Piece Computers In The Classroom Let’s Get Practical

1993-08 Chapman ED502 Teaching Reading Elementary School Portfolio Piece Computers In The Classroom Let’s Get Practical

48 p. 23 cm

This book, part of a series which serve as guides for K-12 teachers who are striving to align lively, classroom-tested practices with standards, gathers together brief articles spotlighting suggestions for effective instruction. The book contains dozens of diverse and thought-provoking activities for helping very young readers to grow into the world of literature. The book begins with a focus on growing reading skills such as predicting and sequencing, then progresses toward more complex experiences that involve response to literature, discussion, and collaborative work. A final section of the book gathers together ideas for interdisciplinary and multisensory approaches to reading, ranging from concrete, tactile exercises to strategies embracing fine arts, social studies, science, and mathematics. (NKA)

This book, part of a series which serve as guides for K-12 teachers who are striving to align lively, classroom-tested practices with standards, gathers together brief articles spotlighting suggestions for effective instruction. The book contains dozens of diverse and thought-provoking activities for helping very young readers to grow into the world of literature. The book begins with a focus on growing reading skills such as predicting and sequencing, then progresses toward more complex experiences that involve response to literature, discussion, and collaborative work. A final section of the book gathers together ideas for interdisciplinary and multisensory approaches to reading, ranging from concrete, tactile exercises to strategies embracing fine arts, social studies, science, and mathematics. (NKA)

This study investigated the effect of using reciprocal teaching intervention strategy on improving reading comprehension of reading disabled students in primary five. A total of 66 students identified with RD participated. The sample was divided into two groups; experimental (n = 33 boys) and control (n = 33 boys). ANCOVA and T test were employed for data analysis. Findings from this study indicated the effectiveness of reciprocal teaching intervention strategy on improving reading comprehension in the target students. On the basis of the findings, the study advocated for the effectiveness of reciprocal teaching intervention strategy on improving reading comprehension in reading disabled students.

This literature review examines studies in the field of metacognition and reading comprehension on the elementary level. It discusses sources in the areas of metacognitive theory, field experimentation, and specific learning and teaching strategies which have emerged from experimentation. The 25 sources are taken from published journals and ERIC documents. Metacognitive theory hypothesizes that reading comprehension is enhanced by the use of metacognitive strategies. Field experiments of this hypothesis show conflicting results. The controversy has not been resolved, but specific strategies (including activating prior knowledge, self-questioning, and teacher modeling) have been developed on the basis of positive experimental results. (Author/SR)

This paper discusses affective strategies for teaching reading at the elementary school level. The contents include: "Use of Newspaper," which presents a chart of reading skills to be used by the teacher and provides such suggestions for developing interest in the newspaper as having a newspaper editor visit the classroom, role playing as advertising salespeople, and writing a class newspaper; "Listening Stations Enjoyable," which discusses how to use listening stations to develop oral vocabulary, to provide students with practice in visualization, and to involve students in poetry study; "Applying Word Attack," which discusses a strategy of word identification using a formula; "Television Programs Used," which looks at educational television programs and how they can be used to develop imagination, to teach reading, and to provide situations for dramatization; and "Conclusion." (WR)

This paper discusses affective strategies for teaching reading at the elementary school level. The contents include: "Use of Newspaper," which presents a chart of reading skills to be used by the teacher and provides such suggestions for developing interest in the newspaper as having a newspaper editor visit the classroom, role playing as advertising salespeople, and writing a class newspaper; "Listening Stations Enjoyable," which discusses how to use listening stations to develop oral vocabulary, to provide students with practice in visualization, and to involve students in poetry study; "Applying Word Attack," which discusses a strategy of word identification using a formula; "Television Programs Used," which looks at educational television programs and how they can be used to develop imagination, to teach reading, and to provide situations for dramatization; and "Conclusion." (WR)

This paper discusses affective strategies for teaching reading at the elementary school level. The contents include: "Use of Newspaper," which presents a chart of reading skills to be used by the teacher and provides such suggestions for developing interest in the newspaper as having a newspaper editor visit the classroom, role playing as advertising salespeople, and writing a class newspaper; "Listening Stations Enjoyable," which discusses how to use listening stations to develop oral vocabulary, to provide students with practice in visualization, and to involve students in poetry study; "Applying Word Attack," which discusses a strategy of word identification using a formula; "Television Programs Used," which looks at educational television programs and how they can be used to develop imagination, to teach reading, and to provide situations for dramatization; and "Conclusion." (WR)

TO PROVIDE EDUCATORS WITH BACKGROUND KNOWLEDGE OF THE DIFFERENT ASPECTS OF ELEMENTARY READING INSTRUCTION, THE LOS ANGELES CITY SCHOOLS PRESENT A COMPILATION OF SELECTED REFERENCES. THE COMPILATION INCLUDES REFERENCES ON SIGNIFICANT RESEARCH, SUCCESSFUL PRACTICES, AND PROPOSALS IN THE FOLLOWING AREAS OF READING INSTRUCTION--READING READINESS, APPROACHES TO READING INSTRUCTION, SUPPLEMENTARY READING, READING IN THE CONTENT AREAS, AND READING DISABILITIES. THE INCLUSION OF A REFERENCE DOES NOT IMPLY ENDORSEMENT OF THE TECHNIQUE OR THESIS PROPOSED. FOR THE CONTROVERSIAL AREAS OF READING INSTRUCTION, STATEMENTS BY THE PROPONENTS ARE INCLUDED, AND, WHENEVER POSSIBLE, EVALUATIVE STATEMENTS ON THE ADVANTAGES AND LIMITATIONS OF CERTAIN PROPOSALS ARE PROVIDED. REFERENCES ARE ENTERED WITH COMPLETE BIBLIOGRAPHIC CITATIONS, A SHORT ANNOTATION, AND SOME EXCERPTS WHICH EXPLAIN THE MAIN THESIS. A LIST OF ADDITIONAL REFERENCES IS INCLUDED. (NS)

"Reference books for collateral reading": p. 383-387

This report presents a distinguished panel's findings on financial education in the U.S. In May 2002, the Secretaries of the Departments of Treasury and Education invited representatives from national youth education groups to consider the opportunities and challenges that arise when financial education is integrated into core curricula. Participants identified several access points for incorporating financial education into curricula and offered suggestions for including financial education as part of math and reading curricula. The access points included the implementation of standards and informing state boards of education about the importance of including financial education in the standards to ensure that financial concepts become a part of math and reading curricula. The resulting standards would have to be tested to monitor students' mastery of financial concepts. Publishers of textbooks and other instructional materials would need to be educated about the value of integrating financial concepts into other subjects, such as math and reading. Much financial material is available on the Internet and can be incorporated into math and reading curricula. Finally, educator training and professional development requirements would provide an opportunity to stress to education decision-makers the importance of financial education. A complete transcript of the panel's proceedings is included. (RJM)

Teaching mathematics for equity is critical because it provides opportunities for all students, especially those who have been traditionally marginalised, to learn mathematics that is rigorous and relevant to their lives. This article reports on our work, as mathematics teacher educators, on exposing and engaging 60 elementary preservice teachers (PSTs) in readings and reflection on various perspectives on teaching mathematics for equity. We drew on Brookfield's (1995) four critical lenses for reflection framework to select readings and create questions that required PSTs to critically reflect upon teaching mathematics for equity. An analysis of the reflections revealed a variety of responses as the PSTs critically reflected on equity, culture, and race in the context of mathematics teaching and learning. While some PSTs expressed teachers should be cognisant of equity when teaching mathematics, others were uncomfortable discussing equity related topics in the classroom. After critically reflecting on the readings and class discussions, the PSTs wanted to learn more and research different cultures so they would have a better understanding on how to integrate equity in their mathematics lessons.

M8.640. 59ill

M8.640. 59ill

M8.640. 59ill

Includes bibliographies and index

A SUMMER PROGRAM WAS CONDUCTED TO SERVE AS A MODEL FOR EDUCATORS WHOSE INTEREST LAY IN THE DEVELOPMENT OF A NONGRADED ELEMENTARY SCHOOL PROGRAM. EDUCATORS FROM APPROXIMATELY 35 PUBLIC SCHOOL SYSTEMS WERE INVITED TO OBSERVE THE PROGRAM. THE SCHOOL CONSISTED OF 80 CHILDREN 6 TO 12 YEARS OLD, AND A GROUP OF 20 CHILDREN 5 YEARS OLD. THE EMPHASIS WAS PLACED ON READING AND MATHEMATICS, WITH ADDITIONAL ACTIVITIES INCLUDING SPANISH, RHYTHMS, LISTENING SKILLS, AND RECREATION. QUESTIONNAIRES, ACHIEVEMENT TESTS, AND INTERVIEWS WERE THE MEASUREMENT PROCEDURES EMPLOYED. THE CONCLUSIONS INDICATED THAT THE PROGRAM WAS GENERALLY A SUCCESS. THE NEED OF MATERIALS TO MEET STUDENT DEMANDS WAS BELIEVED TO BE MOST CRUCIAL FOR DEVELOPING SUCH A PROGRAM. (RS)

A SUMMER PROGRAM WAS CONDUCTED TO SERVE AS A MODEL FOR EDUCATORS WHOSE INTEREST LAY IN THE DEVELOPMENT OF A NONGRADED ELEMENTARY SCHOOL PROGRAM. EDUCATORS FROM APPROXIMATELY 35 PUBLIC SCHOOL SYSTEMS WERE INVITED TO OBSERVE THE PROGRAM. THE SCHOOL CONSISTED OF 80 CHILDREN 6 TO 12 YEARS OLD, AND A GROUP OF 20 CHILDREN 5 YEARS OLD. THE EMPHASIS WAS PLACED ON READING AND MATHEMATICS, WITH ADDITIONAL ACTIVITIES INCLUDING SPANISH, RHYTHMS, LISTENING SKILLS, AND RECREATION. QUESTIONNAIRES, ACHIEVEMENT TESTS, AND INTERVIEWS WERE THE MEASUREMENT PROCEDURES EMPLOYED. THE CONCLUSIONS INDICATED THAT THE PROGRAM WAS GENERALLY A SUCCESS. THE NEED OF MATERIALS TO MEET STUDENT DEMANDS WAS BELIEVED TO BE MOST CRUCIAL FOR DEVELOPING SUCH A PROGRAM. (RS)

The persistent reading struggles and failure of nearly 40 percent of all American children, little improved over time, has led to aggressive government-funded efforts in school districts to train veteran teachers in the science of reading. The accumulated scientific findings of nearly 60 years of research gained the nation's attention with the release of a number of significant reviews and compendia of the research beginning in 1990, but most notably the National Reading Panel report in 2000. The findings call for explicit, systematic teaching of phonemic awareness and phonics, guided oral reading to improve fluency, direct and indirect vocabulary building, and exposure to a variety of reading comprehension strategies. All this attention on veteran teachers begs the question: How are future teachers being prepared to teach reading? In this study, the National Council on Teacher Quality makes a unique effort to learn what aspiring teachers are taught about reading instruction. From a randomly selected, representative sample of 72 education schools, NCTQ reviewed 223 required reading courses, including evaluations of syllabi as well as 227 required reading texts. Schools were scored on how well their courses presented the core components of the science of reading. The findings are alarming. Only 15 percent of the education schools provide future teachers with minimal exposure to the science. Moreover, course syllabi reveal a tendency to dismiss the scientific research in reading, continuing to espouse approaches to reading that will not serve up to 40 percent of all children. Course texts were equally disappointing. Only four of the 227 texts were rated as "acceptable" for use as a general, comprehensive textbook. This distressing trend in teacher training demands attention from federal and state governments, professional organizations dedicated to improving and supporting education schools, textbook publishers, and educations schools themselves. The report closes with recommendations to ameliorate this serious failure in adequately preparing teachers in the best practices of reading instruction. The following were appended: (1) Scoring Methodology; (2) Examples of Syllabi; and (3) Ratings for Required Texts. (Contains 54 footnotes.) [Principle funding for this publication was provided by The D&D Foundation.]

The persistent reading struggles and failure of nearly 40 percent of all American children, little improved over time, has led to aggressive government-funded efforts in school districts to train veteran teachers in the science of reading. The accumulated scientific findings of nearly 60 years of research gained the nation's attention with the release of a number of significant reviews and compendia of the research beginning in 1990, but most notably the National Reading Panel report in 2000. The findings call for explicit, systematic teaching of phonemic awareness and phonics, guided oral reading to improve fluency, direct and indirect vocabulary building, and exposure to a variety of reading comprehension strategies. All this attention on veteran teachers begs the question: How are future teachers being prepared to teach reading? In this study, the National Council on Teacher Quality makes a unique effort to learn what aspiring teachers are taught about reading instruction. From a randomly selected, representative sample of 72 education schools, NCTQ reviewed 223 required reading courses, including evaluations of syllabi as well as 227 required reading texts. Schools were scored on how well their courses presented the core components of the science of reading. The findings are alarming. Only 15 percent of the education schools provide future teachers with minimal exposure to the science. Moreover, course syllabi reveal a tendency to dismiss the scientific research in reading, continuing to espouse approaches to reading that will not serve up to 40 percent of all children. Course texts were equally disappointing. Only four of the 227 texts were rated as "acceptable" for use as a general, comprehensive textbook. This distressing trend in teacher training demands attention from federal and state governments, professional organizations dedicated to improving and supporting education schools, textbook publishers, and educations schools themselves. The report closes with recommendations to ameliorate this serious failure in adequately preparing teachers in the best practices of reading instruction. The following were appended: (1) Scoring Methodology; (2) Examples of Syllabi; and (3) Ratings for Required Texts. (Contains 54 footnotes.) [Principle funding for this publication was provided by The D&D Foundation.]

A GUIDE FOR TEACHING PHONIC AND STRUCTURAL ANALYSIS AND OTHER WORD PERCEPTION SKILLS AT THE PRIMER LEVEL THROUGH GRADE 6 PROVIDES DEFINITIONS, EXAMPLES, AND SUGGESTIONS FOR THE TEACHER. INFORMATION IS PRESENTED WITHIN SIX CATEGORIES--(1) THE TOTAL READING PROGRAM, EMPHASIZING WORD PERCEPTION SKILLS AND TECHNIQUES, LANGUAGE UNDERSTANDINGS, READINESS, BASIC VOCABULARY, THE TEACHER'S ROLE, AND A BALANCED PROGRAM, (2) PHONIC AND STRUCTURAL ANALYSIS, INCLUDING DEFINITIONS OF RELATED TERMS, (3) SUGGESTED SEQUENTIAL DEVELOPMENT OF PHONIC AND STRUCTURAL ANALYSIS IN CHART FORM, (4) SUGGESTED SEQUENTIAL DEVELOPMENT OF WORD RECOGNITION SKILLS AND GENERALIZATIONS WITH EMPHASIS ON LEVEL OF INTRODUCTION, (5) SUGGESTIONS FOR INTRODUCING LEARNING EXPERIENCES AND ADDITIONAL ACTIVITIES FOR RHYMING WORDS, INITIAL CONSONANTS, FINAL CONSONANTS, CONSONANT DIGRAPHS AND BLENDS, LONG VOWEL SOUNDS, VOWEL DIGRAPHS AND VARIANT SOUNDS, AND WORD STRUCTURE, AND (6) CHECK SHEETS FOR EVALUATION OF PUPIL PROGRESS FROM PRIMER LEVEL THROUGH GRADE 6 LEVEL. (LS)

A GUIDE FOR TEACHING PHONIC AND STRUCTURAL ANALYSIS AND OTHER WORD PERCEPTION SKILLS AT THE PRIMER LEVEL THROUGH GRADE 6 PROVIDES DEFINITIONS, EXAMPLES, AND SUGGESTIONS FOR THE TEACHER. INFORMATION IS PRESENTED WITHIN SIX CATEGORIES--(1) THE TOTAL READING PROGRAM, EMPHASIZING WORD PERCEPTION SKILLS AND TECHNIQUES, LANGUAGE UNDERSTANDINGS, READINESS, BASIC VOCABULARY, THE TEACHER'S ROLE, AND A BALANCED PROGRAM, (2) PHONIC AND STRUCTURAL ANALYSIS, INCLUDING DEFINITIONS OF RELATED TERMS, (3) SUGGESTED SEQUENTIAL DEVELOPMENT OF PHONIC AND STRUCTURAL ANALYSIS IN CHART FORM, (4) SUGGESTED SEQUENTIAL DEVELOPMENT OF WORD RECOGNITION SKILLS AND GENERALIZATIONS WITH EMPHASIS ON LEVEL OF INTRODUCTION, (5) SUGGESTIONS FOR INTRODUCING LEARNING EXPERIENCES AND ADDITIONAL ACTIVITIES FOR RHYMING WORDS, INITIAL CONSONANTS, FINAL CONSONANTS, CONSONANT DIGRAPHS AND BLENDS, LONG VOWEL SOUNDS, VOWEL DIGRAPHS AND VARIANT SOUNDS, AND WORD STRUCTURE, AND (6) CHECK SHEETS FOR EVALUATION OF PUPIL PROGRESS FROM PRIMER LEVEL THROUGH GRADE 6 LEVEL. (LS)

A GUIDE FOR TEACHING PHONIC AND STRUCTURAL ANALYSIS AND OTHER WORD PERCEPTION SKILLS AT THE PRIMER LEVEL THROUGH GRADE 6 PROVIDES DEFINITIONS, EXAMPLES, AND SUGGESTIONS FOR THE TEACHER. INFORMATION IS PRESENTED WITHIN SIX CATEGORIES--(1) THE TOTAL READING PROGRAM, EMPHASIZING WORD PERCEPTION SKILLS AND TECHNIQUES, LANGUAGE UNDERSTANDINGS, READINESS, BASIC VOCABULARY, THE TEACHER'S ROLE, AND A BALANCED PROGRAM, (2) PHONIC AND STRUCTURAL ANALYSIS, INCLUDING DEFINITIONS OF RELATED TERMS, (3) SUGGESTED SEQUENTIAL DEVELOPMENT OF PHONIC AND STRUCTURAL ANALYSIS IN CHART FORM, (4) SUGGESTED SEQUENTIAL DEVELOPMENT OF WORD RECOGNITION SKILLS AND GENERALIZATIONS WITH EMPHASIS ON LEVEL OF INTRODUCTION, (5) SUGGESTIONS FOR INTRODUCING LEARNING EXPERIENCES AND ADDITIONAL ACTIVITIES FOR RHYMING WORDS, INITIAL CONSONANTS, FINAL CONSONANTS, CONSONANT DIGRAPHS AND BLENDS, LONG VOWEL SOUNDS, VOWEL DIGRAPHS AND VARIANT SOUNDS, AND WORD STRUCTURE, AND (6) CHECK SHEETS FOR EVALUATION OF PUPIL PROGRESS FROM PRIMER LEVEL THROUGH GRADE 6 LEVEL. (LS)

A GUIDE FOR TEACHING PHONIC AND STRUCTURAL ANALYSIS AND OTHER WORD PERCEPTION SKILLS AT THE PRIMER LEVEL THROUGH GRADE 6 PROVIDES DEFINITIONS, EXAMPLES, AND SUGGESTIONS FOR THE TEACHER. INFORMATION IS PRESENTED WITHIN SIX CATEGORIES--(1) THE TOTAL READING PROGRAM, EMPHASIZING WORD PERCEPTION SKILLS AND TECHNIQUES, LANGUAGE UNDERSTANDINGS, READINESS, BASIC VOCABULARY, THE TEACHER'S ROLE, AND A BALANCED PROGRAM, (2) PHONIC AND STRUCTURAL ANALYSIS, INCLUDING DEFINITIONS OF RELATED TERMS, (3) SUGGESTED SEQUENTIAL DEVELOPMENT OF PHONIC AND STRUCTURAL ANALYSIS IN CHART FORM, (4) SUGGESTED SEQUENTIAL DEVELOPMENT OF WORD RECOGNITION SKILLS AND GENERALIZATIONS WITH EMPHASIS ON LEVEL OF INTRODUCTION, (5) SUGGESTIONS FOR INTRODUCING LEARNING EXPERIENCES AND ADDITIONAL ACTIVITIES FOR RHYMING WORDS, INITIAL CONSONANTS, FINAL CONSONANTS, CONSONANT DIGRAPHS AND BLENDS, LONG VOWEL SOUNDS, VOWEL DIGRAPHS AND VARIANT SOUNDS, AND WORD STRUCTURE, AND (6) CHECK SHEETS FOR EVALUATION OF PUPIL PROGRESS FROM PRIMER LEVEL THROUGH GRADE 6 LEVEL. (LS)

Designed to tap the rich collection of instructional techniques in the ERIC database, this compilation of lesson plans offers practical suggestions for teaching remedial reading at the elementary level. The 42 lesson plans in this book are divided into four sections: (1) creative activities; (2) games; (3) reading comprehension; and (4) reading skills. A user's guide, activity chart, and a 26-item annotated bibliography of related sources in the ERIC database are included. (RS)

A study investigated elementary education students' perceptions after a reading methods course and after a student teaching assignment. Subjects, 90 Ball State University students and 10 University of Indianapolis students, were asked the same three questions after finishing a reading class and after a student teaching assignment. Results indicated that: (1) metacognition and use of context were statistically significant after the reading class in terms of what happens in the students' minds as they read, but only decoding/phonics was significant after student teaching; (2) following the reading class, responses of both groups for using language experience/whole language approach reached significance, and Ball State student responses to using basals and supplementary books reached statistical significance; (3) after student teaching, students responded at a statistical significance level to the teaching of phonics, the teaching comprehension, and using tradebook/library books for teaching; and (4) after the reading class, students responded that they wanted to teach because they desired to work with children and motivate them, but after student teaching, the students responded only to the effect that they had always wanted to teach. Findings suggest that what is taught at university reading classes does influence student perceptions/beliefs, but that those beliefs become less important after completion of a student teaching assignment. Future research might examine the responses of secondary education students, the impact of additional reading courses, the influences of inservice education programs, and relationships between perceptions of teachers and the teachers' effectiveness. (Contains 16 references and 4 tables of data.) (RS)

THE PURPOSE OF THIS STUDY WAS TO INITIATE A PROGRAM FOR TEACHING MUSIC READING SKILLS, USING THE PIANO KEYBOARD IN COMBINATION WITH PROGRAMED LEARNING, AND TO COMPARE IT WITH CONVENTIONAL METHODS OF MUSIC INSTRUCTION. FOURTH, FIFTH, AND SIXTH GRADERS AT ONE CLEVELAND PUBLIC SCHOOL COMPRISED THE CONTROL GROUP RECEIVING CONVENTIONAL MUSIC READING INSTRUCTION. THE SAME GRADES AT ANOTHER CLEVELAND SCHOOL WERE THE EXPERIMENTAL GROUP FOLLOWING THE LEARNING PROCEDURES DEVELOPED BY THE AUTHOR. THE EXPERIMENT WAS PERFORMED OVER 2 SEMESTERS, THE SECOND SEMESTER REPEATING THE MATERIAL COVERED IN THE FIRST. ALL GROUPS WERE TESTED IN 5 AREAS OF MUSIC KNOWLEDGE. THEY TOOK A PRETEST BEFORE THE FIRST SEMESTER, A POSTTEST BEFORE THE SECOND SEMESTER, AND A TERMINAL TEST AFTER THE SECOND SEMESTER. THE MANN-WHITNEY "U" TEST WAS USED TO ANALYZE DATA OBTAINED. TEST RESULTS IN AREAS 1 AND 2, STAFF KNOWLEDGE AND KNOWLEDGE OF TONAL ORGANIZATION, WERE SIGNIFICANTLY HIGHER FOR EXPERIMENTAL STUDENTS THAN FOR CONTROL STUDENTS. RESULTS IN THE OTHER 3 AREAS REVEALED THAT TYPICAL METHODS ARE NOT SUCCESSFUL AND THAT THE AUTHOR'S METHOD HAS POTENTIAL, THOUGH IT NEEDS TO BE FURTHER DEVELOPED. THE RELIABILITY OF THE TESTS WAS DETERMINED BY KUDER-RICHARDSON RELIABILITY COEFFICIENTS AND SPEARMAN RANK CORRELATION COEFFICIENTS. (MS)

Includes bibliographies

Includes bibliographies