Detail Comparing reading instructional methods for mildly disabled students Bibliografi Author: Matlock, Karen J. ; Gallini, Joan K. (Advisor) Topik: EDUCATION; READING|EDUCATION; EDUCATIONAL PSYCHOLOGY|EDUCATION; CURRICULUM AND INSTRUCTION Bahasa: (EN )    ISBN: 0-599-17933-3     Penerbit: UNIVERSITY OF SOUTH CAROLINA     Tahun Terbit: 1998     Jenis: Theses - Dissertation Fulltext: 9918954.pdf (0.0B; 1 download) Abstract Mildly disabled students demonstrate academic deficiencies in a variety of school subjects but especially in reading. This is extremely problematic because reading affects all other subject areas as well as job and life skills success in adulthood. Reading research has indicated that poor readers have difficulty with both of the major aspects of the reading process, decoding and comprehension, as well as the strategy use which is necessary for the interaction between them. Educators have responded by adhering to one of two instructional philosophies: phonics instruction which favors systematic, teacher directed teaching of decoding; or whole language instruction which uses holistic, student generated methods with an emphasis on comprehension of whole words. Teacher directed instructional approaches have traditionally been recommended for the mildly disabled population. However, these learners continue to struggle, with reading levels typically peaking at fourth or fifth grade. The systematic emphasis on decoding is necessary, but may not be sufficient for teaching poor readers how to also comprehend what they read. The current study was designed to compare two reading instructional methods for elementary students that differed in the way learning disabled and educable mentally disabled students were guided through the process of forming words and sentences. In the teacher directed method, explicit teaching methods were employed to teach students to spell and read specific words and use them in sentences that were provided by the teacher. In the student generated method, students were encouraged to generate the spelling of the same words and generate their own sentences with teacher guidance through a guided questioning sequence. Thus the context for learning was actively created by the student rather than explicitly provided by the teacher. Three hypotheses examined the effects of the two instructional methods on either the outcome of decoding or the outcome of comprehension. Metacognitive interviews were also conducted which yielded secondary data used to aid in understanding subjects' attitudes and approaches to reading. Results of differences between the groups and implications for further research are presented. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Lihat Sejarah Pengadaan  Konversi Metadata   Kembali

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