TITLE Are Good and Poor Readers Taught Differently ? Is That Why Poor Readers are Poor Readers ?

Abstract

ABSTRACT Teacher verbal behaviors following oral reading errors of primary grade children were the focus of this study. The incidence, location, and type of verbal interruption behaviors that occured during classroom reading instructicr were contrasted for high-and low-ability readers. Results for 2 -0 teachers indicated that they were more likely to interrupt poor readers than good readers who erred when reading aloud. Further analyses indicated that the -location-and-type of-teacher verbal behaviors differe& as a function of reading ability level. Additionally, geed readers read over twice as many words per lesson as did poor readers. (Author/AA)

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