A Comparison of Teachers' Knowledge and Use of Content Reading Strategies in the Primary Grades.

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  • Author(s): Howe, Mary E.
  • Language:
    English
  • Publication Date:
    1995
  • Document Type:
    Speeches/Meeting Papers
    Reports - Research
  • Additional Information
    • Peer Reviewed:
      N
    • Source:
      39
    • Subject Terms:
      Content Area Reading; Primary Education; Reading Comprehension; Reading Research; Reading Strategies; Teacher Attitudes; Teacher Behavior
    • Abstract:
      A study examined the extent to which reported familiarity, reported utility, and perceived applicability of content area reading strategies were related to teaching in the primary grades. A total of 68 first- through third-grade teachers representing 6 elementary schools in 2 districts responded to the Content Area Questionnaire. Frequency analyses indicated moderate to large effects of knowledge, use, and recommendation of selected strategies considered general to reading comprehension. Variables reflecting years of teaching experiences, years of experience at current grade level, related workshop attendance, and related graduate coursework were analyzed to determine their effect on the three independent variables. The only variable that appeared not to affect the independent variables was years of teaching experience. (Contains 89 references and numerous unnumbered tables of data.) (Author/RS)
    • Publication Date:
      1996
    • Accession Number:
      ED393065