Instructional Frameworks and Instructional Choices: Comparisons between Preservice and Inservice Teachers

One hundred and twenty-seven subjects (83 preservice and 44 inservice teachers) were administered identical instruments consisting of (a) an inventory designed to identify beliefs about how reading takes place and how reading ability develops, and (b) a set of three lesson plans each in vocabulary, comprehension and syllabication. Lesson plans were written to reflect different explanations for how reading takes place and develops; subjects chose the plan in each area that they felt was most effective and that they would choose to teach. Results imply that (a) there is little difference between groups in theoretical orientation regarding how reading takes place and how reading ability develops; (b) both preservice and inservice teachers with reader-based/holistic explanations for how reading takes place and develops tend to choose vocabulary and comprehension lessons reflecting their beliefs; and (c) subjects in both groups holding text-based, interactive, mastery of specific skills, and differential acquisition explanations for how reading takes place and develops did not choose lessons consistent with their theoretical orientation.

Download Full-text

Lateral Dominance and Reading Ability

Perceptual and Motor Skills ◽

10.2466/pms.1966.22.3.881 ◽

1966 ◽

Vol 22 (3) ◽

pp. 881-882 ◽

Cited By ~ 4

Author(s):

Jayanti Chakrabarti ◽

Donald G. Barker

Keyword(s):

College Students ◽

Reading Achievement ◽

Reading Ability ◽

Reading Rate ◽

Correlational Analysis ◽

Lateral Dominance ◽

Left Handed ◽

Significant Tendency ◽

Vocabulary Comprehension ◽

Freshman Students

A correlational analysis of reading and laterality variables revealed no significant tendency for 41 left-handed college students to be either inferior or superior to 311 right-handed male freshman students in reading achievement (vocabulary, comprehension, reading rate).

Download Full-text

Phonological Awareness Screening to Identify At-Risk Readers

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.2902.109 ◽

1998 ◽

Vol 29 (2) ◽

pp. 109-116 ◽

Cited By ~ 14

Author(s):

Margie Gilbertson ◽

Ronald K. Bramlett

Keyword(s):

At Risk ◽

Phonological Awareness ◽

Reading Ability ◽

At Risk Students ◽

First Grade ◽

Receptive Vocabulary ◽

Standardized Assessments ◽

Cutoff Score ◽

Invented Spelling ◽

Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

Download Full-text

The development of psychotherapists' theoretical orientation and clinical practice

British Journal of Guidance and Counselling ◽

10.1080/03069889400760351 ◽

1994 ◽

Vol 22 (3) ◽

pp. 327-341 ◽

Cited By ~ 3

Author(s):

António Vasco ◽

Windy Dryden

Keyword(s):

Clinical Practice ◽

Theoretical Orientation

Download Full-text

Question Wording Effects in the Assessment of Global Self-Esteem

European Journal of Psychological Assessment ◽

10.1027//1015-5759.16.1.13 ◽

2000 ◽

Vol 16 (1) ◽

pp. 13-19 ◽

Cited By ~ 31

Author(s):

Martin Dunbar ◽

Graeme Ford ◽

Kate Hunt ◽

Geoff Der

Keyword(s):

Reading Ability ◽

Factor Model ◽

Self Esteem ◽

Reading Scores ◽

Poor Reading ◽

Method Effect ◽

Two Samples ◽

Positive Item ◽

Method Effects ◽

Best Fit

Summary: Marsh (1996) produced evidence that method effects associated with negatively worded items might be responsible for the results of earlier factor analytic studies that reported finding positive and negative self-esteem factors in the Rosenberg Global self-esteem scale ( Rosenberg, 1965 ). He analyzed data collected from children using a 7-item self-esteem measure. This report details attempts to replicate Marsh 's analysis in data collected from two samples of adults who completed the full 10-item Global Self-Esteem (GSE) scale. The results reported here are similar to those given by Marsh in so much as a correlated uniquenesses model produced a superior fit to the data than the simple one factor model (without correlated uniquenesses) or the often reported two factor (positive and negative self-esteem) model. However, whilst Marsh reported that the best fit was produced by allowing negative item uniquenesses to correlate with each other, the model that produced the best fit to these data was one that contained correlated positive item uniquenesses. Supporting his claim that differential responding to negative and positive self-esteem items reflects a method effect associated with reading ability, Marsh also showed that factors associated with negative and positive items were most distinct among children who had poor reading scores. We report a similar effect among a sample of older adults where the correlation between these factors was compared across two groups who were selected according to their scores on a test of verbal reasoning.

Download Full-text