Teachers and Reading Specialists [microform] : Cooperation or Isolation? / Elizabeth G. Cohen and Others
- Bib ID:
- 5339456
- Format:
- Book and Microform
- Author:
- Cohen, Elizabeth G
- Description:
-
- [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1977
- 14 p.
- Summary:
-
In this survey, teachers in 46 elementary schools in the San Francisco Bay area were asked to describe how they worked with reading specialists, if at all. Of 414 teachers reporting, 49.3% reported that the reading specialist instructs selected students, usually outside the classroom, and provides no other services to the teacher. Only 20% of the teachers reported receiving one service (diagnostic feedback, suggestions, or materials) on a weekly basis, in addition to instruction for students; only 10% reported receiving two or more such services weekly, in addition to instruction for students. It was also found that there is a marked association between the degree of teacher/specialist cooperation and the following instructional practices: use of detailed formal planning and record keeping for individual students and use of complex information in making instructional decisions for daily student reading activities. The data suggest that the instructional program might be strengthened by the promotion of a more cooperative relationship between the reading specialist and the classroom teacher. (GW)
- Notes:
-
- ERIC Note: Survey prepared at Stanford University.
- May also be available online. Address as at 14/8/18: https://eric.ed.gov/
- Reproduction:
- Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.
- Subject:
- Other authors/contributors:
- Stanford Univ., CA. Stanford Center for Research and Development in Teaching
- Available From:
- ERIC
- Copyright:
-
In Copyright
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Copyright status was determined using the following information:
- Material type:
- Literary Dramatic Musical
- Published status:
- Published
- Publication date:
- 1977
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