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Central Washington UniversityScholarWorks@CWU
Electronic Theses Student Scholarship and Creative Works
1958
A Survey of Beginning Intermediate Grade TeacherNeeds in Teaching ReadingVictor Royce BolonCentral Washington University
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Recommended CitationBolon, Victor Royce, "A Survey of Beginning Intermediate Grade Teacher Needs in Teaching Reading" (1958). Electronic Theses. Paper183.
A SURVEY OF BEGINNING INTERMEDIATE GRADE ~ .,
TEACHER NEEDS IN TEACHING READING
A Thesis
Presented to
the Graduate Faculty
Central Washington College of Education
In Partial Fulfillment
of the Requirements for the Degree
Master of Education
by
Victor Royce Bolon
June 1958
89341
APPROVED FOR THE GRADUATE FACULTY _________________________________ Emil E. Samuelson, COMMITTEE CHAIRMAN _________________________________ Maurice L. Pettit _________________________________ Amanda Hebeler
ACKNOWLEDGMENTS
With sincere appreciation and a heartfelt thanks
the author wishes to acknowledge the help, guidance, and
boundless patience of Dr. Emil E. Samuelson.
For their contribution to this study, to Dr. Maurice
Pettit and Miss Amanda Hebeler are extended an unreserved
II thanks e II
TABLE OF CONTENTS
CHAPTER
I. INTRODUCTION • • • • • • • • • • • • • • • • •
II. REVIEW OF THE LITERATURE • • • • • • • • • • •
III. STATEMENT OF MATERIAL, METHOD, AND DATA. • • •
PAGE
1
6
10
General Background of Experience • • • • • • 10
Analysis of Professional Preparation • • • • 15
Analysis of Teaching Needs and College
IV.
Preparation. • • • •
SUMMARY AND CONCLUSIONS.
• • • •
• • • •
BIBLIOGRAPHY • • • . . . . . . .
• • • • • • •
• • • • • • •
. . . . . . . APPENDIX •••• . . . . . • • • • • • • • • • • • •
24
59
66
68
TABLE
I.
LIST OF TABLES
Analysis of Professional Preparation and
Certification of First-Year Intermediate
Grade Teachers • • • • • • • • • • • • • •
II. A Comparison of the Frequency of Selection
of a Professionalized Subjects Minor by
Teaching Specializations • • • • • • • • •
III. Comparison of Required Method Courses
Taken by First-Year Intermediate Grade
v
PAGE
17
19
Teachers With Elected Reading Courses. • • 23
IV. Comparison of Reading Skills With Teaching
Needs and College Preparation of Beginning
Intermediate Grade Teachers. . . • • • • • 26
V. Comparison of Teacher Needs in Teaching
Reading With Amount of Reading Preparation 38
VI. Degree of Inadequacy Felt by First-Year
Intermediate Grade Teachers in Teaching
Reading, Based on College Preparation. • • 43
VII. Comparison of Self-Evaluation in Teaching
Competence With Number of Reading and
Method Courses Taken • • • • • • • • • • •
VIII. Recommendations for Professional Preparation
52
Based on First-Year Teaching Performance • 54
vi
TABLE PAGE
IX. Write-In Suggestions of First-Year
Intermediate Grade Teachers for Better
Professional Preparation • • • • • • • • • 56
vii
LIST OF FIGURES
FIGURES PAGE
1. Comparison of Reading Skills, Teaching Needs,
and College Preparation • • • • • • • . • • • 30
2. Comparison of Reading Skills, Teaching Needs,
and College Preparation • • • • • • . • • • • 32
3. Comparison of Reading Skills, Teaching Needs,
and College Preparation • • • • • • • • • • • 34
4. Comparison of Teacher Preparation in Teaching
Reading With Number of Reading Courses Taken. 45
5. Comparison of Teacher Preparation in Teaching
Reading With Number of Reading Courses Taken. 47
6. Comparison of Teacher Preparation in Teaching
Reading With Number of Reading Courses Taken. 48
CHAPTER I
INTRODUCTION
In recent years there has been an increased inter
est on the part of the public in the school program. Much
concern has been expressed over whether or not the schools
are doing an adequate job of teaching reading. Rudolph
Flesch, in his book~ Johnny Can't Read1 , expressed the
opinion that the schools were not doing an adequate job in
teaching reading; this book precipitated a flood of public
criticism and investigation of school programs.
Granted the fact that reading is being taught better
today than ever before; it should be. Nevertheless teachers
must not rest on their laurels. If anything, an even more
concerted effort should be made to obtain the best possible
reading program. This program should be based, of course,
on individual needs and in light of existing research.
In view of the f aet that more children attend school
today than in the past and because of the existence of more
teachers, more materials, better buildings, etc., evidence
such as, "surveys indicate that in typical elementary
schools •••• about one third of the children are retarded
1Rudolph Flesch, ~~ Johnny Can't~ (New York: Harper and Brothers, 19 •
2
in reading one or more years112 should be due cause for
alarm. With evidence of this nature is it any wonder that
reading programs are challenged? Is it not logical that
possible reasons for this unfortunate situation should be
found and altered?
This problem can best be attacked in one of two ways.
It can be approached through a study of the teacher or of
the pupil. Since a multitude of studies have been made
concerning student needs and inadequacies in reading this
study will concern itself with the teacher, his needs and
his inadequacies in teaching reading.
To place the blame of student reading disabilities
entirely on the teacher is unjust. As Harris3 has said,
"there is no one cause of reading disability." Nevertheless
a certain amount of the responsibility for student failures
in reading can be traced to inadequate teaching. In keeping
with this statement Harris4 suggests that "although many
children are handicapped by personal inadequacies, teachers
are by no means blameless in the causation of reading
disabilities."
(New 2Albert J. Harris, How to
York: Longmans, Green-ailci
3rbid., p. 15. 4Ibid., p. 18.
Increase Reading Ability Company, 1947), p. 14.
3
What are the inadequacies evidenced by teachers that
have led to these student reading disabilities? Harris
suggests five shortcomings in teaching procedure that
have contributed to reading retardation:
1. Failure to develop a good background for reading comprehension through a program rich in first-hand and vicarious experiences which form a basis for a creative and stimulating program of discussion, writing, and reading.
2. Failure to adjust instructional procedures to the capacities and maturity levels of pupils.
3. Failure to provide a rich variety of reading materials that are both appropriate in difficulty and interesting to the children.
4. Failure to develop a classroom atmosphere in which children feel that they are appreciated and in which praise, encouragement, and recognition of effort create a favorable attitude toward learning.
5. Failure to notice difficulties while they are recent and minor, a~lowing them to grow into severe and persistent defects.
In further support of teacher inadequacy in teaching
reading, McKee6 has this to say about intermediate grade
teachers:
Instruction in the fundamentals of reading in the intermediate grades is poorly defined. Few teachers in any one of those grades are aware of the reading abilities which could and should be taught to pupils at that level, and except for variation in the reading selections used, the teaching done at any one of the three grade levels is almost identical with that done at any one of the other two levels.
5~., pp. 18-19. 6Paul McKee, The Teaching of Reading in the Elementar~
School (New Yor~ Houghton Hrfflin ComP-an"Y;-1948), p.50.
4
Tinker7 summed up the problem of teacher inadequacy
quite well when he said "there is a marked lag between the
type of reading instruction considered desirable in terms
of current needs and that which we get in actual practice."
In view of the accumulation of evidence that has
been set forth indicating teacher inadequacy in teaching
reading, the question that comes to mind is what can be
done to better prepare teachers to teach reading? Huggett
and Stinnett have suggested a most logical and practical
method of answering this question. They say:
Teachers themselves are frequently very critical of the preparation they had for their work. They are able from practical experience to point out the courses and experiences which they found helpful and those which proved to be without much value. Here is the prime reason why experienced teachers should have the opportunity to advise with colleges8concerning the content of teacher education programs.
With the above quotation in mind and with a sincere
desire to help teachers in teaching reading this study has
been undertaken. Because of the immensity of the problem,
the desire to do a thorough study, and the short time
available, this study will have the following limitations:
7Miles A. Tinker, Teaching Elementar~ Reading (New York: Appleton-Century-Crofts, Inc., 1952 , p. 8.
8Albert J. Huggett and T. M. Stinnett, Professional Problems of Teachers (New York: The Macmillan Company, 1956), p.-zj'.3.
5
1. It will be concerned with beginning intermediate grade teachers of reading.
2. All teachers involved received their teacher education at Central Washington College of Education.
3. Only those teachers who did their initial teaching during the school , years 1955-56 and 1956-57 are involved.
4. Eighty-nine teachers were contacted in the study, eighty-one and eight-tenths per cent participated actively.
5. The questionnaire was used for gathering data.
The specific purpose of this research is to deter
mine if beginning intermediate grade teachers from Central
Washington College of Education are experiencing undue
need and feelings of inadequacy in teaching reading. If
they are experiencing need and inadequacy, a secondary
purpose of this study is to identify those needs and inade
quacies and using their suggestions and comments to pro
pose changes in the teacher education program that will
better prepare teachers to teach reading at the intermed
iate grade level. To these ends this study is dedicated.
CHAPTER II
REVIEW OF THE LITERATURE
An exhaustive search of the literature indicates
that little or no research has been done in the area of
beginning intermediate grade teacher needs in teaching
reading. Monroe1 indicates that of the published studies
relating to the education of teachers the number of impor
tant studies has been small. On the other hand, Hester2
points out that there has been a growing concern for the
teaching of reading in the regular classroom developing
in the past few years.
Although much research has been done in recent years
in reading most of the studies seem to be concerned with
the student, his needs, and his problems. In conjunction
with these studies some light has been thrown on the teacher
of reading, his needs, and inadequacies. Several studies
have been conducted in which student reading disabilities
have been partly attributed to teacher inadequacy in
1walter S. Monroe, Encycloledia of Educational Research (New York: The Maemil an Company, 1950), P• 1396.
2Kathleen B. Hester, "Classroom Problems in the Teaching of Reading," Elementary School Journal, LIV (September, 1953, May, 1954), p. 86.
7
teaching reading. Among others, Gates3 points out, "among
investigators who believe that many difficulties in read
ing are due to failure to acquire the essential techni
ques are some who tend to locate the cause in inadequate
teaching."
In spite of the emphasis placed on the student and
his reading needs there is a growing feeling, on the part
of many educators as well as laymen, that the student's
needs are not being met. Knipp suggests that possibly
"the teacher's background, professional preparation and
knowledge about children may not be sufficient to further
reading progress among pupils. 114 This statement, plus the
research done by Dallman5 in which she analyzed the pre-
service preparation in reading of intermediate grade
teachers in light of their teaching problems, strengthens
3Arthur I. Gates, The Imlrovement of Reading (New York: The Macmillan Company, 94?), p. II.
4Helen B. Knipp, "Causes of Retardation Attributable to Faulty Basal Reading Instruction," A Re~ort of the Ninth Annual Conference on Reading, University o-rPittsburg (Pittsburg, PennsYivania: University of-Pittsburg Press, 1953), p. 65.
5Martha Dallman, 11 Is the Pre-Service Preparation in Reading of Intermediate-Grade Teachers Adequate?" Elementary School Journal, IVL (September, 1943, June, 1944), pp. 152-56.
the argument of McKee6 in which he contends that 11most of
the fourth, fifth, and sixth grade pupils in our schools
are not acquiring adequate control of the fundamentals of
reading."
8
Is ineffectual teaching of reading a common occur
rence? Some people feel that it is. Smith? says, "since
reading is such a complex, intricate, and fundamental
skill • • .many teachers are failing in teaching it
effectively." This is a disastrous situation and it calls
for a look at the possible reasons for this predicament.
Dallman8 suggests that the root of the problem might lie
in the college preparation afforded the intermediate grade
teachers. She further suggests that 11 the college teachers
might have been unaware of the chief problems of inter
mediate grade teachers, they might have failed to furnish
satisfactory assistance to their students in the solution
of problems that both recognized, and they might have
lacked a critical attitude in the analysis of their
6Paul McKee, The Teaching of Reading in the Elemen~ School (New York: Houghton Mifflin Company, 1948), P• 349.
7Nila B. Smith, "What Shall We Do About Reading Today?" Elementary English Review, (February, 1943), p. 28.
8nallman, £1?.· cit., p. 155.
9
offerings."
It is apparent from the evidence presented here
that much research needs to be done in the area of teacher
needs in teaching reading at all levels. Reading programs
in the public schools are currently undergoing a good deal
of criticism. The public feels that reading is not being
taught as well as it should be taught and that the teachers
are partly to blame for the disabilities that are evident.
It is hoped that the unveiling of these inadequacies
and needs and the constructive criticism that can be
offered will lead to improvement of the teacher education
program and better future teachers of reading.
To answer these questions, then, is the purpose of
this study: (1) What are the needs and inadequacies being
experienced by beginning intermediate grade teachers that
are graduates of Central Washington College of Education
and (2) What recommendations can be made to insure that
future intermediate grade teachers of Central Washington
College of Education are better prepared to teach reading?
CHAPTER III
STATEMENT OF MATERIAL, METHOD, AND DATA
The purpose of this study, as stated in Chapters
I and II, is to survey the needs of beginning intermediate
grade teachers in teaching reading. It has been the objec
tive of this study to find out if first-year teachers from
Central Washington College of Education have definite
feelings of inadequacy and needs in the teaching of read
ing; if so, to point out what these inadequacies and needs
are and suggest possible methods of eliminating them.
GENERAL BACKGROUND OF EXPERIENCE
The data with which this study is concerned has
been obtained with the use of a questionnaire and by the
co-operation of first-year intermediate grade teachers
from Central Washington College of Education who had their
initial teaching experience during the school years 1955-
1956 and 1956-195?. These teachers were chosen as repre
sentatives of the intermediate grade level, the level with
which this study is concerned, because: (1) their teaching
experience was recent; (2) their college experience should
be fresh in their minds; and (3) recent information about
them was obtainable.
11
Questionnaires were sent to ninety-two first-year
teachers. Of these, four were unable to participate be
cause their initial teaching experience had been at levels
other than the intermediate grade level. The remaining
eighty-eight people represent, with few exceptions, the
total of all the beginning intermediate grade teachers
that began teaching from Central Washington College of
Education in the years 1955 and 1956. Of the eighty-eight
teachers polled seventy-two participated in the study or
a total of 81.8 per cent.
The questionnaire used in this study was designed
to fulfill three purposes. Its primary function was to
discover the feelings of inadequacy and need as expressed
by first-year intermediate grade teachers of reading; (2)
determine their background of preparation, and (3) find
out what they thought were ways of improving the present
college reading program.
The first section of the questionnaire dealt with
the general background of the beginning teacher. Questions
were asked such as "Was your initial teaching experience
at the intermediate grade level?" nwhat type of teaching
certificate did you hold with your first teaching exper
ience?" "On what level or levels did you do your student
teaching?" "What were your major and minor or what were
12
your minors if you chose three minors?"
The teachers were also asked to list the courses
they had taken that dealt in some way with the teaching of
reading, whether it be a method course, a specific reading
course, or a related course. To conserve time and effort,
the courses offered at Central Washington College of Edu-
cation which give emphasis in reading to some degree were
given to be checked if taken. Additional space for list-
ing other courses was also offered.
The second section of the questionnaire deals with
the reading program for the intermediate grades. The Read
ing Program, as expressed by McKee1 in his book The Teach
ing of Reading in ~ Elementary School, includes four
jobs for the intermediate grade teacher: the Instructional
Jobs, the Study Jobs, the Teaching of Children's Litera
ture, and Oral Reading. These jobs were reproduced from
the text of McKee's book and placed in the questionnaire to
form a framework for evaluating each individual's exper
ience in terms of needs and preparations. The teacher was
called upon to evaluate his needs and preparations for
each of the several teaching activities included under the
1Paul McKee, The Teaching of Reading in the Elemen~ School (New York: Houghto!lMifflin Company, 1948), ~--r32.
13
headings of Instructional Jobs, Study Jobs, Children's
Literature, and Oral Reading. The teacher was asked to
check his needs in handling each activity in terms of no
need, occasional need, and frequent need. In preparation,
he was asked to check the degree of preparation he felt he
had received for directing each of the activities as fol
lows: no preparation, little preparation, and adequate
preparation. The Reading Program, as used for the evalua
tion, is as follows:
I. Instructional Jobs
A. Teaching selections in the reader
1. Introducing the selection; stimulating pupils to think using pictures, comments, questions, identifying strange words, giving purpose for reading the lesson.
2. Discussing ideas read; helping pupils to analyze and interpret their thoughts.
3. Making use of ideas gained; activities to be considered in making further use of ideas gained.
B. Providing training in reading for various purposes; includes reading for general import, details, critical analysis, etc.
C. Establishing pupil independence in identifying strange printed words; includes the teaching of phonetic analysis, structural analysis, verbal context, dictionary, etc.
D. Improving reading through various school subjects; includes injection of reading skills into the study of subject matter content.
14
E. Developing pupil independence in copying with word meaning difficulties; includes using context clues and punctuation marks as indicators of meaning, use of figures of speech, words and phrases which may have several meanings.
F. Locating and removing pupil's reading deficiencies; includes analysis of word recognition skills, independent word identification, and other specific skills involved in oral and silent reading.
G. Measuring pupil achievement includes selecting and using standardized tests, teacher-made tests, and observation of individual abilities during reading.
II. Study Jobs
A. Teaching location of information that is pertinent to the problem; includes uses of parts of ordinary books (index, table of contents, glossary, etc.), special aids and sources, and selection of pertinent information.
B. Teaching evaluation of pertinent information according to its validity and importance to the problem in mind; differences between fact and opinion, etc.
C. Teaching the organization of important and valid information according to the purpose in mind; includes outlining of topics, sub-topics, details, and how to take notes.
D. Directing pupils to decide what parts of important and valid information should be retained and securing the retention of that information.
III. Children's Literature
A. Helping children to build an interest in reading a wide variety of choice material and developing a taste for it.
B. Selecting the reading materials to be used at your grade level.
C. Relating the content of Children's Literature to other areas of reading.
IV. Oral Reading
15
A. Teaching the skills required in Oral Reading; includes use of voice intonation, pitch, rate, conveying the meaning intended by the writer, good posture, etc.
The teaching activities listed above were not in
tended to be all inclusive but rather representative of
the most important aspects of the Reading Program as
envisioned by McKee.
The third section of the questionnaire was devoted
to teacher opinions. The teachers were asked to give
their opinions as to whether or not they felt they had
done an adequate job of teaching reading and the recom
mendations they would make to insure better college prepara
tion for teachers of reading.
A copy of the questionnaire is included in the
appendix.
ANALYSIS OF PROFESSIONAL PREPARATION
To fully understand the feelings of inadequacy and
need that have been expressed by these beginning teachers
of reading it is necessary to inspect their background of
experience. For this reason the first section of the
questionnaire was designed. A compilation of this section
16
has resulted in Tables I, II, and III.
Table I, page 17, indicates that of the seventy-two
teachers involved in the study and teaching at the inter
mediate grade level fifty-eight (eighty-one per cent) did
their student teaching in the intermediate grades. The
remaining nineteen per cent did their student teaching at
one of the other two levels, secondary or primary, with
one person doing student teaching on both secondary and
primary levels.
Table I also indicates that these intermediate grade
teachers chose the major-minor fields of specialization in
almost two out of three cases. Of those teachers who did
their student teaching in the intermediate grades exclus
ively, indicating that they were preparing specifically
for teaching at this level, slightly more than one half
(fifty-nine per cent) selected the major-minor field com
bination. Of the teachers who did some or all of their
student teaching at the intermediate grade level thirty
five of the fifty-eight (sixty per cent) selected the
major-minor field of specialization.
Table I also points out that eighty-six per cent of
these beginning intermediate grade teachers held Provi
sional General Certificates in their initial year of
teaching. The data also suggests that of these teachers
that hold Provisional Certificates sixty-three per cent
TABLE I
ANALYSIS OF PRO:FESSIONAL PREPARATION AND CERI'IFICATION OF FIBST YEAR INTERMEDIATE
Student Teaching Assigment
Intermediate Level
Secondaey Level
GRADE TEACHERS
MajorMinor
JO
9
Secondary-Intermediate Level 5
Primacy Level l
Secorrlaey-Primary Level l
Totals 46
Prorlsional Certificate 39
Emergeney- Certificate 7
Minors (three
or more)
3
0
0
0
3
Totals
53
12
5
l
1
72
10
17
preferred the major-minor field of specialization to the
three minor field.
In summarizing Table I it can be said that most of
the participating teachers did their student teaching on
18
the intermediate grade level; nineteen per cent did not.
Those teachers that prepared specifically for teaching in
the intermediate grades by doing their student teaching on
this level preferred the major-minor field of specialization
to the three minor field by a ratio of almost two to one.
It can also be said of these first-year teachers that
eighty-six per cent have a four year college education with
a Provisional General Certificate.
Table II, page 19, gives an indication of the fre
quency with which Professionalized Subjects was selected
as a minor field. Slightly less than one half of the par
ticipating teachers selected Professionalized Subjects as
a minor field and of that number almost twice as many were
reported in the three minor field of specialization as in
the major-minor field. It is further indicated that of
the teachers who did all of their student teaching in the
intermediate grades (fifty-three), more than one out of
two (fifty-five per cent) had taken a Professionalized
Subjects minor. Table II also reveals that eighty-seven
per cent of the teachers who had done their student teaching
TABLE II
A OOMPARISON OF THE FREQUENCY OF SEIECTION OF A PROFE&>lONALlZED SUBJEG'IS MINOR
BY TEACHING SPEClAL.t.ZATlO!'ti
Areas of Specialization
Student Teaching Major-Minor Minors (three or more) Assigment
Professionalized Subjects
i Professionalized Subjects
Yes No Yes No ~
Intermediate level • • • • • • • • • 9 21 30 20 3
Secondary Leval. • • • • • • • • •• 1 8 9 1 2
Secondary-Intermediate Level • • • • 2 3 5 0 0
Pr1mary Level. • • • • • • • • • • • 0 l 1 0 0
Secondar,r-Primary Level ••••••• 0 1 1 0 0
Totals 12 34 46 21 5
OJ
'aJ 1) ~
23
3
0
0
0
26
!O
20
at the intermediate grade level and had selected three
minors specified Professionalized Subjects as one of
their minors. On the other hand, those who chose the
major-minor specialization selected Professionalized Sub
jects as a minor in only nine of the thirty cases.
To recapitulate Table II, it should be stated that
when teachers prepare for teaching in the intermediate
grades they elect to include Professionalized Subjects as
a minor more than one half of the time. However, those
who chose the three-minor specialization selected Prof es
sionalized Subjects as one of their minors almost nine
times out of ten.
To analyze the college preparation of these first
year teachers for teaching reading at the intermediate
grade level, Table III, page 23, has been constructed.
Table III classifies the intermediate grade teachers by
curriculum and method courses taken and indicates the num
ber and kind of reading courses elected by each methods
group. The courses listed have been given the name read
ing courses for the purposes of this study. The last five
courses mentioned in Table III were write-in courses. The
courses are taken from many fields but were indicated as
having been helpful in the teaching of reading and for
this reason have been includedo
Table III suggests anything but uniformity of pre
paration in these intermediate grade teachers. It is
clearly indicated that only sixty-six per cent of the
21
entire group had taken a curriculum and methods course
dealing with the intermediate grade level. Of the remaining
teachers the majority had taken the secondary methods
course. There is also a clear indication that only one
out of two (forty-nine per cent) had prepared specifically
for teaching at the intermediate grade level. An inter
esting note is that fifteen teachers out of the seventy-
two had taken methods courses for more than one level of
teaching.
Further inspection of Table III discloses the fact
that these intermediate grade teachers had taken one hun
dred fourteen courses that aided them in teaching reading,
an average of only one and five tenths reading courses per
person. The most frequently selected course was The Teach
ing of Reading; fifty-eight per cent of the teachers had
taken it. Thirty-eight per cent of the teachers had taken
Teaching Procedures in the Language Arts and fourteen per
cent had taken Children's Literature. Less than ten per
cent had taken The Modern Reading Program, Intermediate.
Other courses show a scatter of frequencies.
The forty-eight teachers who had taken the inter
mediate methods course took eighty-seven reading courses
22
between them for an over-all average of one and eight tenths
reading courses per person. In contrast, the individuals
who have had only the intermediate methods course (thirty
five) indicate that they have taken sixty-nine reading
courses or an average of one and nine tenths reading courses
per person. This group of thirty-five teachers also show
a wider variety of courses having elected every reading
course except five more often than any other group. Seventy
one per cent of this group elected the course The Teaching
of Reading while sixty per cent of the group elected Teach
ing Procedures in the Language Arts. Only four persons or
eleven per cent of the group had taken The Modern Reading
Program, Intermediate.
Twenty-five per cent of the study group had not had
a course of any kind in reading. One half of this total
had specifically prepared to teach at the secondary level.
Of those preparing specifically for the intermediate level,
four or eleven per cent of the group failed to take a
course in reading.
A resume of Table III indicates that one out of
three of the teachers participating in the study had not
taken a course in intermediate methods or curriculum. Of
the entire group there is the indication that only one out
of two had specifically prepared for teaching at the
TABLE III
COMPARISON OF REQtJimD METHOD COURh'ES TAKEN BY FIRST YEAR INTERMEDIATE GRADE 1tiOHERS WITH ELECTED BEADING COURSES
Elected Reading Courses
Total number of teachers involved • • • • ••
Reading Readiness • • • • • • • • • • • • • •
Teaching of Reading • • • • • • • • • • • • •
Remedial Reading • • • • • • • • • • • • ••
Teaching Procedures, Language Arts •• • • • •
Modern Reading Program, Primary • • • • • • •
Modern Reading Program, Intermediate •• • • •
Reading Problems, Secondary School •• • • • •
Developmental Reading in Content Field. • • •
Studies and Problems in Reading • • • • • • •
Children's Literature • • • • • • • • • • • •
Oral Reading. • • • •••• • • • • • • • • •
Critical. Reading ••• • • • • • • • • ••••
Remedial Reading (graduate course) ••• •••
Others. • • • • • • • • • • • • • • • • • • • Total.a
Average number of courses per individual. • •
Number not electing aey reading courses • • •
35
1
25
4
2l
1
4
0
0
0
5
2
0
2
4
69
4
19
0
8
1
2
1
1
4
0
0
1
0
l
0
2
21
1.2
9
Method Courses Taken
10
1
5
0
3
0
0
0
0
1
3
0
1
0
l
15
2
0
1
0
1
0
1
0
0
0
0
0
0
0
0
3
1.,5 1.5
2 1
3
0
2
0
0
0
0
0
0
0
1
0
0
0
0
3
1
1
3
1
1
0
0
0
1
0
0
0
0
0
0
0
0
3
1
1.
72
3
42
5
'21
2
7
4
0
1
10
2
2
2
7
1l4
1.5
18
24
intermediate grade level. One fourth of the research
study group had not taken a reading course of any kind in
the teaching of reading. When they elect a reading course,
however, The Teaching of Reading and Teaching Procedures
in the Language Arts are their overwhelming choices.
ANALYSIS OF TEACHING NEEDS AND COLLEGE PREPARATION
The data to be examined in this part of the study
has been taken largely from the section of the question
naire dealing with the reading program. Later in the study
information concerning the number of reading method courses
taken and their relation to need and preparation is exam
ined. This data has been obtained from the first section
of the questionnaire.
The basic purpose of Chapter III is to analyze the
needs and preparation of these beginning intermediate grade
teachers in handling the reading program. Before the
tables and charts that have been prepared for this analy
sis are discussed, identification of terms is necessary.
Need, as used here and in the questionnaire, is an expres
sion of the difficulty met in coping with the teacher
activities. It is possible but unlikely, that some teachers
thought the words occasional and frequent, as used in the
questionnaire, meant how often the teacher's activities
25
were employed in the classroom. Regardless of how the
teachers have interpreted the meaning, they have indicated
a sensitivity to the teacher activities listed. Prepara
tion, as used here and in the questionnaire, is an expres
sion of the feeling of adequacy or inadequacy, as the case
may be. To aid discussion, none or no preparation and
little preparation have been combined and are spoken of as
inadequate preparation.
A cursory look at Table IV, pages 26, 27, and 28,
reveals several outstanding things. It indicates, in most
activities, that the majority of the teachers have a fre
quent need in dealing with the activities presented. Of
equal significance is the small number of teachers that
express no need in the teaching activities described. In
no case did the expression of no need ever equal or surpass
the expressions of occasional or frequent need in the teach
ing activities.
The participating teachers, as a group, imply a
feeling of inadequacy of preparation for the activities
as stated. (By combining no preparation and little pre
paration a statement of ttinadequate preparation" can be
made to best express and describe the area of the study
concerned with preparation.) They testify that in every
activity but one, that activity being teaching location
TABIE XV
COMPARISON UF I:tEADING SKILLS WITH TEACHI:OO NEEOO AND COLI.EGE P.HEPAHATION
OF BOOlNNlNG IN'Mft.MEDIATE GRADE TEACHERS
1"ead
r-f CD (Q
lnstruotional Jobs II § ~ s::i 0 A
""" ~ Ill m & a Q'S
0 <D
~ 0 H 0 0 ~ z
Introducing selections; stimulating pupils to think using various techniques • • • • • • • • 2 20 50 0
Discussing ideas read; helping pupils to analyze and interpret their thoughts ••••••• 2 12 58 0
Making use or ideas gained; activities to be considered in making use of ideas gained • • • 3 35 34 0
Providing training in reading for various purposes ••••••••••••••••••••• 3 22 47 1
Establishing pupil independence in identifying strange printed words • • • • • • • • • • • • • • 3 10 59 0
Improving reading through various school subjects. • • • • • • • • • • • • • • • • • • •• 3 19 50 0
Developing pupil independence in coping with word meaning difficultieso ••••••••• 3 23 46 0
Locating and removing pupil's reading deficiencies •••••••••••••••• • • • 0 2l 51 0
Measuring pupil achievement; includes selecting and using standardized tests. • • • • • 3 29 36 5
Preparation
CD (Q ~ , 0 A
~ cu (Q
& & B +:> ..., Q) 0 -.-! :i 0 z H z
11 32 29 0
14 38 20 0
17 41 14 0
17 36 19 0
16 J.D 16 0
16 35 21 0
25 31 15 1
39 28 5 0
20 30 17 5
~
TABLE IV (Continued)
I Need I Preparation
Study Jobs - CD CD r-1 ID ~ n s::i
~ 8. .$ 0 0 Pt -rt ~ I'll
~ "' I'll f8 ~ g. &
J "' tr ! 0 t ~
~ 0 0 0 0 ..... 0 z ;Zj ...:! z
Teaching location of information that is pertinent to the problem • • • • • • • • • 5 17 50 0 7 26 38 0
Teaching evaluation of pertinent information according to its validity and importance • • • • • • • • • • • • • • 5 42 25 0 20 30 21 0
Teaching the organization of important and valid information. • • • • • • • • • • 9 40 23 0 17 27 27 0
Directing pupils to decide what parts of important and valid information should be retained and securing its retention •• 9 25 38 0 19 36 16 0
~
TABI.E IV (Continued)
Need
I Preparation
Children's Literature and Oral Reading ,.... a> CD
i l 8 ~ ' 0 or! g. a> ! m Ill &!
,.... ~ J "" § .... "' 0 a> ~ a>
0 ~ 0 '" ~ 0 0 z z ...::i z
I
Children's Literature
Helping children to build an interest in reading a wide variety of choice material • • • • • • • • • • • • • • • • 4 13 53 2 19 31 21 1
Selecting the reading materials to be used at your grade level • • • • • • • • 5 lS JJ3 l 31 26 18 1
Relating the content or Children's Literature to other areas or reading •• 5 36 31 0 26 2S 17 1
Oral Reading
Teaching the skills required in Oral Reading • • • • • • • • • • • • • • • • 2 17 53 0 21 30 21 0
~
29
of information that is pertinent to the problem, they felt
inadequate. In eight of the seventeen activities no pre
paration is expressed as often or more often than adequate
preparation.
To further illustrate the frequency of need and
adequacy of preparation expressed by these first-year
teachers, Figure 1, page 30, Figure 2, page 32, and Figure
3, page 34, have been assembled. Considered together, the
three figures communicate the same information revealed in
Table IV. They depict by graph and percentage the frequeney
and adequacy of need and preparation expressed by these
intermediate grade teachers. Taken singly they reveal
much more.
Figure 1 deals with the Instructional Jobs of the
Reading Program. The teachers state a frequency of need
for the Instructional Jobs ranging from forty-seven per
cent in making ~ of ideas gained (activities to be con
sidered in making ~ of ideas gained) to eighty-two per
cent in establishing pupil independence in identifying
strange printed words. Participating teachers indicate a
frequent need exceeding sixty-four per cent for seven of
the nine Instructional Jobs. By combining occasional need
and frequent need a frequency of need ranging from ninety
to one hundred per cent for the nine jobs is obtained. An
average of only three per cent of the teachers specify no
3
4
69 ••• ••• ••• ....
••• 28 ••••
• •• -- . • ••• • • .... •••• •• •
81
Instructional Jobs
Introducing selections; stimulating pupils to think using various techniques • • • • • • •
Discussing ideas read; helping pupils to anal1ze and interpret their thoughts • • . . "
Making use or ideas gained; activities to be considered in making use or ideas gained • •
53
28
57
65 •••• 50 ' .. , ••• •••• 1··
31 ····1 ,.. ' I 126 :-• •••• ••• 41 1~=-~ 1
Providing training in reading for various - ... purposes • • • • • • • • • • • • • • • • • • •
82 ... •• •••• 56 i•····.1 ••• •••• •••• . \•• •.•:1 221 I 22 ••••
14 1·.·· ·~ Establishing pupil independence in identifying :- ... •• • strange printed words • • • • • • • • • • • • •
.. '
69 ~ •
49
I 29
• . ··~· -:• Improving reading through various school .. :) subjects • • • • • • • • • • • • • • • • • • • •• ••••
64
••• ••• .... ••
32 '· •• ••• •• ·.1 41 ,:_,~
• !.
71
50
40
Need
None
Cl Occasional
Frequent
~ No Response
Developing pupil independence in coping with word meaning difficulties •••••••••••
Locating and removing pupil's reading deficiencies • • • • • • • • • • • • • • • • •
Measuring pupil achievement; includes selecting and using standardized tests • • • •
FIGURE 1
COMPARISON OF READING SKILI.S, TEACHING NEEDS, AND COLI.EGE PREPARATION
(percentage)
1
54
42
7
Preparation
None
D LitUe
Adequate
~ No Response
\..) 0
31
need in each of the Instructional Jobs. It appears that
the discussion of ideas read (helping pupils to analyze
~ interpret their thoughts) and establishing pupil inde
pendence in identifying strange printed words are the two
most troublesome activities of the Instructional Jobs as
both items have been checked by over eighty per cent of
the teachers in the frequent need column.
A feeling of inadequacy of preparation is expressed
by these beginning teachers in all of the nine Instructional
Jobs, ranging from fifty-nine per cent in introducing ~
lections .!!! the reader (stimulating pupils to think using
various techniques) to ninety-three per cent in locating
and removing pupil's reading deficiencies. Indications of
no preparation for each of the activities ranged from fif
teen per cent to fifty-four per cent in locating and .!:,!
moving pupil's reading deficiencies. In contrast, feelings
of adequacy ranging from seven per cent to forty per cent
were stated for handling the teacher activities.
The Study Jobs exhibit much the same pattern as that
found in the Instructional Jobs. Frequent need ranging
from thirty-two per cent in teaching the organization of
important and valid information to sixty-nine per cent in
teaching location of information that is pertinent iQ. the
problem is expressed by beginning teachers. In two of the
7
13
22
69 ••• . .... ••• ~· ••• "' .. · -.:.• • • ••• ---1 •• ... .
58
Need
••• ... •••
35
.... ••• ••• .....
32 •••• ... . .... ••• ••• ••• , .,,.,._ --
••• ••• ••• ·=· ••• --None
r===J Occasional
~ Frequent
~ No Response
Study Jobs
Teaching location of information that is pertinent to the problem • • • • • • • • • • •
Teaching evaluation or pertinent information according to its validity and importance •••
Teaching the organization or important and valid information • • • • • • • • • • • • • • •
Directing pupils to decide what parts of important and valid information should be retained and securing its retention • • • • •
FIGURE 2
COMPARISON OF READING SIULLS, TEACHING NE!DS, AND COLLmE PREPARATION
(percentage)
10
53 .. .. 8 -·· 3 ..... ••• " .. ... ,
43
:.: .. •• . .. • •••
••• : .... • •• •••••
• •••
39 38 ......... • •••
51
• ••• ••• !·· .:.• •••
22
Preparation
None
D Little
Adequate
~ :tfo Response
:..--";:
33
Study Jobs, teaching the organization of important ~
valid information and directing pupils to decide what
parts of important and valid information should be ~
tained !!!9: securing ~ retention, thirteen per cent of
the teachers felt no need in dealing with them. This is
the highest percentage of no need indicated in the entire
study.
Feelings of inadequacy of preparation for the Study
Jobs range from forty-eight per cent in teaching location
of information that ~ pertinent to the problem to seventy
seven per cent in directing pupils to decide what parts
of important and valid information should be retained and
securing its retention. A higher percentage of adequacy
of preparation is felt by the group polled for teaching
the Study Jobs than for teaching the other areas of activity.
A high frequency of need is expressed for the three
activities in Children's Literature. The highest frequency
of need is found in helping children build !:!!: interest in
reading ~ ~ variety of choice material. The lowest
frequency of need is found in relating ~ content of
Children's Literature to other areas of reading. An aver
age of seven per cent of the teachers indicate no need in
dealing with this area of the reading program.
Inadequacy of preparation was expressed by sixty-nine
per cent or more of the study group in handling the
74
18
67
1
50
74
3
Need
None
~ Occasional
~ Frequent
No Response
Children's Literature
Helping children build an interest in reading a wide variety of choice material • • • • • • • •
Selecting the reading materials to be used at your grade level • • • • • • • • • • • • • • •
Relating the content of Children's Literature to other areas of reading • • • • • • • • • •
Oral Reading
. ' .. -. ~ ....
• •
... ; . Teaching the skills req~red.in Oral ·Reading •.••
FIGURE 3
COMPARISON OF READING SKILLS, TEACHING NEEIS, AND OOLUnE PREPWTION
(percentage)
1
1
36 39
22
1
42
Preparation
None
D Little
Adequate
No Response
Children 1 s Literature Program. No more than twenty-nine
per cent of the group expressed adequacy of preparation
for teaching in any one of the activities.
35
Ninety-six per cent of the study group indicated a
need in teaching Oral Reading. Seventy-four per cent
indicated frequent need in this task. (Those expressing
need also profess a feeling of inadequacy of preparation
to the amount of seventy-one per cent.) Only twenty-nine
per cent of the teachers feel adequate in teaching Oral
Reading.
To summarize Table IV it should be pointed out that
for the most part a very frequent need is expressed in
handling or teaching the reading program as set forth in
this study. It is also shown that certain of the teaching
jobs indicate more need than others. A feeling of inade
quacy of preparation is revealed for most of the teaching
activities.
Table V, pages 38 and 39, has been constructed to
determine the relationship, if any, that exists between
the number of reading method courses taken and the fre
quency of need expressed in the teaching activities as
listed. Reading method courses, as used here in Table V
and in the following tables, includes not only actual
reading method courses but also any write-in course that
36
might contribute to the teaching of the reading program.
To better understand the following table it must be kept
in mind that a total of seventy-two teachers participated
in the study. Of these teachers eighteen had not taken
any course that dealt with reading, a like number had
taken one course, twenty-six had taken two courses in
reading, seven had taken three courses, and three had
taken four or more courses in reading method. For the
most part the discussion of Tables V and VI will deal pri
marily with the teachers who have had no courses in reading,
one course in reading, or two courses in reading. Teachers
who have taken three or more courses in reading will be
omitted from the discussion as they are not sufficiently
represented.
Here again it might be well to point out that fre
quency of need could possibly have been misinterpreted by
some of the teachers in the research group. This is to
say that some of the teachers might have felt that fre
quency of need meant how many times were they called upon
to handle each of the listed activities. This is opposed
to the intended meaning of how much difficulty did they
encounter in dealing with the teaching activities in the
reading program.
An examination of Table V seems to indicate a high
37
frequency of need in most of the teaching activities
regardless of the number of reading courses taken. The
four exceptions to this pattern are making ~ of ideas
gained (activities to be considered in making ~ .2.f ideas
gained), teaching evaluation of pertinent information
according to its validity and importance, teaching ~
organization of important ~ valid information, and rela
ting~ content of Children's Literature to other areas
of reading. If need is thought of as "difficulty" the
preceding statement seems to imply that the frequency of
need does not decrease appreciably by taking more courses
in reading.
A definite pattern is exhibited in eleven of the
seventeen teaching activities. In these eleven activities
a higher percentage of frequency of need was expressed by
those teachers who had taken one course in reading than by
any other group. A higher frequency of need is expressed
in most of the teacher activities by teachers who have
had two reading courses than by teachers who have not had
any courses in reading. In only four activities, those
included in the areas of Children's Literature and Oral
Reading, did the teachers who had not taken a single course
in reading express a higher frequency of need. A lower
frequency of need is indicated by the teachers who have
had one course in reading for teaching two of the teacher
Instructional Jobe
Introducing selections; stimulating pupils to think using various techniques • • • • • • •
Discussing ideas read; helping pupils to analyze and interpret their thoughts. • • • • •
Making use of ideas gained; activities to be considered in making use or ideas gained • •
Providing training in reading for various purposes • • • • • • • • • • • • • • • • • • •
Establishing pupil independence in identifying strange printed words • • • • • • • • • • • • •
Improving reading through various school subjects • • • • • • • • • • • • • • • • • • •
Developing pupil independence in coping with word meaning difficulties. • • • • • • • •
Locating and removing pupil's reading deficiencies ••••••••••••••••••
Measuring pupil achievement; includes selecting and using standardized tests. • • ••
TABLE V
COMPARISON OF TEACHER NEEDS I.N TEACHING READING WITH AK>UNT OF READING PREPARATION
Number of Beading Oouraea Taken
0 1 2
Need :Need ,·~--
~ z
0 7 11 0 I o ' 15 0 11· 8 1'1 o I 1
1 6 11 0 0 l 17 0 1 ' . 2' 2'J o I o
0 11 7 0 1 9 8 0 0. 11 15 o I 2
1 8 8 l I i 5 12 0 I i 4 a o I o
1 3 14 o I o 3 15 0 I i 3 22 o I 1
0 8 10 o I o 3 15 0 I 2 5 19 o I 1
0 9 9 o I o 4 14 0 I 2 g 16 o I 1
0 7 11 o I o 3 15 0 I o 6 20 o I o
1 7 9 i I 1 9 7 1 I i 8 15 2 I o
38
.3 4 er more
Heed ... ,
1 5 0 I o 0 .3 G
.3 4 0 I o 0 .3 0
2 3 0 I o 2 1 0
3 4 0 I o 0 3 0
1 5 0 I o 0 .3 0
3 .3 0 I o 0 .3 0
2 4 0 I o 1 2 0
3 4 0 I o l 2 0
3 3 1 I o 0 .3 0
39
TAfil.E V (Gontinued)
Number of Reading Courses Taken
0 1 2 3 4 or more
Study Jobs, Children's Literature and Oral Reading lieed Need Need Need Need
CD
i i Q) Q)
1-f Vl r-1
i ! 11 r-1 i ~ ~ ~ t1 ~ 0
~ ~ +:> 8. ~ p.. 8. 0 ~
0 g} tll 0 s:i. •r-1 ! fO .... i fO
·rl ti! or-I
~ Ul '" ! IO ID Jj '° & § tJl tr tQ & • ~ § "' gt
J I "' rt ~ &U
J Cl 0 ~ ~ () 0 0 J! ~ ~ 0 0 0 ~ z 0 :~ ~ ~ z 0 fzt -9 ~ 0 .... ~ 0
$tudy Jobs
Teaching location of information that is perti.nent to the problem •••••••••• 1 6 ll 0 0 4 14 0 3 5 18 0 l 2 4 0 0 l 2 0
Teaching evaluation of pertinent information according to its validity and J.mportance •• 2 1.3 3 0 l 8 9 0 2 14 10 0 0 4 3 0 0 3 0 0
Teaching the organizat1on of important and valid information. • • • • • • • • • • • • • 3 12 3 0 2 7 9 0 3 13 10 0 1 5 1 0 0 2 l 0
Directing pupils to decide what parts of important and valid information should be retained and securing its retention. • • • • 4 8 6 0 0 4 14 0 4 10 12 0 l 3 3 0 0 l 2 0
Children's Literature
Helping children build an interest in reading a 'Wide variety of choice materiel • • • • • 1 l 16 0 0 1 17 0 2 9 13 2 l 2 4 0 0 0 3 0
$electing the reading materials to be used at your grade level. • • • • • • • • • • • • 1 5 12 0 1 4 12 1 2 6 18 0 l 2 4 0 0 l 2 0
Relating the content of Children's Literature to other areas of reading. • • • • • • • •• l 9 8 0 0 9 9 0 3 l4 9 0 l 3 3 0 0 l 2 0
Oral Reading
Teaching the skills required in Oral Beading l 2 15 0 0 6 12 0 1 7 18 0 0 1 6 0 0 1 2 0
40
activities than by either of the other groups. A steady
rise in frequency of need is indicated in four of the
teaching activities when teachers take more reading
courses. A very small percentage of teachers indicate no
need in directing the various teaching activities.
Frequencies of need ranging from thirty-six to
ninety-two per cent in coping with the teaching activities
are indicated by teachers who have had two reading courses.
This group of teachers imply a higher frequency of need in
the Instructional Jobs than in any other area of the
reading program. Teachers who have had one reading course
state a frequency of need ranging from seventy-eight to
ninety-four per cent in conducting nine of the suggested
teaching activities. Those teachers who have had no
courses in reading profess frequencies of need ranging from
seventy-eight to eighty-nine per cent in handling three of
the recorded activities.
Table VI, page 43, has been assembled to determine
the relationship that exists between the number of reading
courses taken and the degree of preparation expressed by
these first-year intermediate grade teachers. The percen
tages indicated on Table VI are the result of combining
no preparation and little preparation as exhibited in
Table IV, pages 26, 27, and 28. As expressed earlier in
the study no preparation and little preparation will be
considered as inadequate preparation in discussing Table
VI and the accompanying figures.
41
An examination of Table VI reveals some significant
and contradictory evidence. A prevalent feeling of inade
quacy of preparation is expressed, on the whole, for all
of the teaching activities listed. This feeling of inade
quacy seems to persist even in those teachers who have had
up to three courses in reading method. (It should be re
emphasized that only seven of the participating teachers
had taken three courses in reading and an additional three
teachers had taken four or more courses in reading. The
validity of these two areas in 'Table VI is justifiably
questionable under the circumstances.) In handling the
teaching activities, feelings of inadequacy of preparation
ranging from fifty-five to one hundred per cent, with a
median of seventy-nine per cent, are expressed by first
year teachers who have not had a course of any kind in
reading. Teachers who have had one course in reading
indicate feelings of inadequacy of preparation ranging
from forty-five to one hundred per cent, with a median of
seventy-nine per cent, in dealing with the teacher activi
ties listed. Those teachers who have had two courses in
reading connote feelings of inadequacy of preparation
42
ranging from forty-three to ninety-two per cent in direct
ing the teacher activities. The median for this group is
sixty-eight per cent.
In nine of the seventeen teacher activities the
data indicates a gradual feeling of more adequacy of pre
paration as more reading courses are elected. However, in
four of the teaching activities, feelings of inadequacy of
preparation actually increase as more reading courses are
taken. An interesting observation in Table VI is that the
individuals who have taken one course in reading do not
follow any pattern that is recognizable. In two cases this
group indicates more adequacy of preparation than do those
people who have had two courses in reading; in two other
cases they indicate more inadequacy of preparation than do
the teachers who have not had a single course in reading.
This situation might arise as a result of the random
selection of the reading courses elected.
Figures 4, 5, and 6 on pages 45, 47, and 48 are here
introduced to further illustrate the data found in Table VI.
Figure 4 deals with the Instructional Jobs of the reading
program. In only five of the nine activities do expressions
of no preparation decrease. However, teachers imply a
gradual increase in adequacy of preparation as more read
ing courses are elected. In the teaching activity
TABIE 6
DEGREE OF INADEQUACY FELT BY FI.li.b'T YEAR I.N'IERMEDIA'l'E GRADE TE!CHERS, lN TEACHING READING, l:lASED ON COLLEGE PREPARATION
Number of Teachers Involved
18 18 7 3
The Heading Program Number of Reading Courses Taken
0 1 2 3 4 or more
Percent Experiencing Inadequacy
INSTRUCTIONAL JOBS
Introducing selections; stimulating pupils to think using various techniques • • • • • • • • • • • • • • • • • • •
Discussing ideas read; helping pupils to analyze and interpret their thoughts • • • • • • • • • • • • • •••
Making use or ideas gained; activities to be considered in making use of ideas gained • • • • • • • • • • • • • • •
Providing training in reading for various purposes • • • •
Establishing pupil independence in identifying strange printed words ••••••••••••••••••••••
Improving reading through various school subjects ••• • •
Developing pupil independence in coping with word meaning difficulties • • • • • • • • • • • • • • • • • • ••••
Locating and removing pupil's reading deficiencies ••••
Measuring pupil achie'V9Jllent; includes seleotllg and uail:Jg standardized tests • • • • • • • • • • • • • • • • • • •
STUDY JOBS
Teaching location of information that is pertinent to the
83
95
89
83
78
89
100
56
problem. • • • • • • • • • • • • • • • • • • • • • • • • 55
Teaching evaluation of pertinent information according to its validity and importance. • • • • • • • • • • • • • • 72
Teaching the organization of important and valid information 67
Directing pupils to decide what parts of important and valid information should be retained and securing its retention •••••••••••••••••••• • • •
CHILDREN'S LITERATURE
Helping children build an interest in reading a wide variety of choice material • • • • • • • • • • • • • • •
Selecting the reading materials to be used at your grade level. • . . • • . . • . • • • • • • • • • • • • • • • •
Relating the content of Children's Literature to other areas of reading • • • • • • • • • • • • • • • • • • • •
ORAL READING
Teaching the skills required in Oral Reading • • • • • • •
Medians
89
78
78
66
66
79
45
73
89
77
72
84
83
100
45
78
72
89
72
78
95
83
79
58
66
81
61
77
58
73
92
66
43
73
58
65
65
66
69
68
58
58
86
86
72
72
72
71
71
72
72
72
57
72
86
71
72
67
33
33
33
.33
66
33
67
67
0
0
0
67
33
67
67
.3.3
4l
44
introducing selections (stimulating pupils .t.Q think: using
various techniques), teachers who have had one course in
reading indicate a feeling of adequacy of preparation that
is higher than that indicated by those teachers who have
had two courses in reading. On the other hand, in three
of the Instructional Jobs teachers who have had two reading
courses express a higher percentage of no preparation than
do those teachers who have had only one course. Attention
must also be called to the last two of the Instructional
Jobs; locating and removing pupil's reading deficiencies
and measuring pupil achievement (includes selecting and
using standardized tests.) In the former, the entire group
of teachers expressed feelings of no preparation ranging
from fifty-four to sixty-seven per cent. In the latter,
teachers who have not had a single course in reading
indicate a higher percentage of adequacy of preparation
than do those teachers who have had two courses in reading
method.
Teachers seem to feel that they have had more ade
quate preparation in coping with the Study Jobs than with
the rest of the reading program. A feeling of increased
adequacy of preparation is indicated as more reading
courses are taken. On the other hand, in three of the
four Study Jobs teachers who have had one course in reading
44
6
50
56
17
50
Instructional Jobs
56 58
42
lntroducing selections; stimulating pupils to think using various techniques • • • • • • • •
67 58
28 35
Discussing ideas read; helping pupils to analyze and interpret their thoughts • •
72
58
23
• • •
Making use of ideas gained; activities to be considered in making use of ideas gained • • •
61 57 46
28 29
Providing training in reading for various purposes • • • • • • • • • • • • • • • • • • •
71 67
33
67
43 33
67
43
67
33
.39 .39
50
67
.39
.None
g?range printed words • • • • • • • • • • • •
46 42 4.3
17 17
44
67
Improving reading through various school subjects
4.3
27
Developing pupil independence in coping 'With word meaning difficulties • • • • • • • • •
54
Locating and removing pupil's reading deficiencies • • • • • • • • • • • • •
50
4
4.3
• •
57
14 14 14
Measuring pupil achievement; includes selecting and using standardized tests • • • • • • •
Number of Reading Courses Taken
FIGURE 4
COMPARI~ON OF TEACHER PREPARATION IN TEACHING READING WITH NUMBER OF READlNG COURSES TAKEN
(percentage)
.3.3 .3.3 .33
67
67
3.3
67
.3.3
D Little ~ No Response
46
profess a higher percentage of no preparation than do the
teachers that have not had any course in reading. A higher
percentage of the teachers polled express feelings of ade
quacy of preparation for teaching location of information
that is pertinent to the problem than for any of the other
teaching activities.
A high percentage of all the teachers in the re
search group indicate that they had no preparation at all
in the teaching activities of Children's Literature.
Fifty per cent of the teachers who have had no courses in
reading and one course in reading testify to no prepara
tion in the teaching activity selecting the reading mater
ials to be used .2!! your grade level. Twenty-eight per cent
of the teachers who have not had a course in reading declare
adequacy of preparation in relating the content of Child
ren's Literature to other areas of reading; while only six
per cent of the teachers who have taken one course in
reading denote adequacy of preparation for that activity.
Thirty-three per cent of the first-year teachers
who have not had a single course in reading indicate that
they feel adequately prepared in teaching the skills re
quired in Oral Reading. Only seventeen per cent of those
teachers who have had one course in reading and thirty
one per cent of those that have had two courses in reading
17
44
50
61
0
No Preparation
~'!'UDY JUJS.>
71 56 58
Teaching location of information that is pertinent' to the problem • • • • • • • • • • • •
50 42 43
Teaching evaluation of pertinent information according to its validity and importance ••••
Teaching the organization of important and valid information • • • • • • • • • • • • • • •
Directing pupils to decide what parts or important and valid information should be retained and securing its retention •• ~ •••
1 2 3
Number of If.eading Courses Taken
FIGURS 5
COMPARISON OF TEACHER PREPARATION IN TEACHING READING WITH NUMBER OF READING COURSES TAKEN
D Little Preparation
(percentage) .
§j Adequate Preparation
67
100
100
100 -•• -· -••• •• • !'. •• ••• .... ••• ••• ••• ••• 1 ••• •••• •• • • • •• •4:· "·· ••• ::.-. ::
4
~ No R8sponse
39 39
50
44
44
0
No Preparation
50
56
1
CHILDREN'S LITERATURE
43 43
Helping children build an interest in reading a wide variety of choice material • • • • • •
43
. .
Selecting the reading materials to be used at your grade level • • • • • • • • • • • • • • • •
57
Relating the content of Children's Literature to other areas of reading • • • • • • • • • • •
ORAL .HEADING
50
31
Teaching the skills required in Oral Reading • •
Number of Reading Courses Taken
FIGURE 6
COMPARISON OF TEACHER Pl:<EPARATION lN TEACHING READlM:i WITH NUMBER OF READING COURSES TAKBN
(percentage)
67
67
33
67
33
67
D Little Preparation
Adequate Preparation ~ No H.esponse
49
express an adequacy of preparation in that activity. A
high percentage of the first-year teachers indicate that
they had had no preparation in dealing with this teacher
activity.
To summarize the data in Tables V and VI it must be
said that first-year intermediate grade teachers indicate
a high frequent need in handling the Reading Program as
outlined by McKee. Teachers who have had no courses in
reading tend to express less frequency of need in dealing
with the teacher activities than do either of the other
groups. In over half of the teaching activities teachers
who have taken one course in reading denote a more f re
quent need than those that have taken no courses or those
that have taken two courses. The data seems to infer that
the teachers who have not had a course in reading do not
know enough about the teaching activities to recognize
their needs. It also implies that the teachers who have
taken one course in reading are more sensitive to their
needs than are either of the other two groups.
First-year intermediate grade teachers of reading
indicate a prevalent reeling of inadequacy of preparation
for the reading program as proposed. Although the feeling
of inadequacy of preparation declines as more reading
courses are taken it still remains high. There is a strong
50
indication that many of the teachers polled have never been
exposed to some of the activities that are included in the
study.
Table VII, page 52, has been compiled to find out
how well the teachers in the sample felt they were doing
in teaching the Reading Program as described in the ques
tionnaire. Only one teacher failed to reply to the pro
posed question. Thirty-two per cent of the teachers who
replied answered "yes" to the question, 11 Would you say you
had done an adequate job of teaching reading at the inter
mediate level?" Twenty-one per cent of the teachers an
swered "no 11 to the same question and an additional forty
seven per cent indicated that they were not sure.
Only thirty-three per cent of the teachers who have
taken the intermediate methods course say that they did
an adequate job of teaching reading. Twenty-three per
cent of the participating teachers in the same group indi
cate that they felt inadequate and forty-five per cent
indicate that they are not sure whether or not they did an
adequate job of teaching reading at the intermediate grade
level. Twenty-two of the forty-eight teachers in this
intermediate method group have had at least two courses
in teaching reading. Seven of the group (fifteen per cent)
have not taken a single course in reading method.
51
Twenty-three or thirty-two per cent of the reporting
group of seventy-one teachers indicate that they have not
even had an intermediate methods course. Of this group,
seven individuals or ten per cent felt that they had done
an adequate job of teaching reading in their initial
teaching experience. Eighteen per cent of the group felt
inadequate in teaching reading and fifty-two per cent were
not sure of their teaching competence. Of the seven
teachers expressing adequacy in teaching reading during
their first year of teaching four had not taken a single
course in reading method. A total of eleven (forty-eight
per cent) teachers in the research group had not taken a
single course in reading method.
Table VIII, page 54, exhibits the responses of parti
cipating teachers to suggested practices for improving the
training of reading teachers at Central Yashington College
of Education. The teacher responses have been classified
according to their expressions of adequacy in teaching
reading. A high percentage of the teachers in the study
group indicated they would like to see much emphasis £.!!
how reading should be taught. Seventy-eight per cent of
the participants in the study would like to see practical
demonstrations of reading techniques which may be used in
regular classroom situations. Fifty-three of the teachers
52
'l'ABIE VlI
OOMl'ARlSON OF S&LF-E"VALUATION IN TEACHING COMPETENCE WITH NUMBER OF READING AND METHOD
OOURSEtS TAKEN
Expressions of Adequacy in Method Courses Teaching .Reading
Taken
.Not Yes No Sure Total
Intermediate Methods
Reading Courses 'l'aken (o) 0 0 7 7
(1) 2 3 7 12
(2) 10 6 6 22
(3) 3 1 1 5
(4) 1 1 0 2
sub-total 16 11 21 4B
Other Method Courses
Reading Courses Taken Co) 4 2 5 11
(1) 1 2 3 6
(2) 1 0 2 3
(3) 1 0 1 2
(4) 0 0 1 1
sub-total 7 4 12 23
total 23 15 33 71 missing (1)
53
taking part in the study assert that ~ course in the
teaching of reading should be required of all elementary
teacherso Some of the first-year teachers wrote that a
course in reading should be required of all teachers.
Others remarked that if a course in reading were to be
required it should be a practical course and not one that
deals in theory.
Teachers who expressed an adequacy in teaching
reading felt ~ course in the teaching of reading should
be reguired of all elementary teachers, that practical demon
strations of reading techniques which may be used in ~
lar classroom situations should be given, and also that
~ emphasis £!! how reading should be taught needed to be
stressed. The suggested practices of placing much emphasis
£!! how reading should be taught, giving practical demon
strations of reading techniques which may be ~ in ~
~ classroom situations, and additional student teaching
with reading groups were indicated by those teachers who
did not express adequacy in their teaching of reading.
Teachers who were not sure of their competency in teaching
reading indicated the suggested practices of placing much
emphasis £!! how reading should be taught, of requiring ~
course .!!! the teaching of reading for all elementary teach
~' and the giving of practical demonstrations of reading
TABLE VIII
RECOMMENDATlONS FOR PROF.ESSlONAL PREPARATION BAb'ED ON F lHST-YEAR TEACHING l'Efil'ORMANCE
Suggested Practices for
Teaching Reading
Much emphasis on how reading should be taught ••••••••••••
.Much emphasis on what should be taught in reading • • • • • • • •
A course in the teaching of reading should be required of all elementary teachers • • • • • • •
• •
• •
• •
Practical demonstrations of reading techniques which may be used in regular classroom situations. • • • •
Observations in actual classroom situations (visitations) ••••
Observations of actual classroom situations by television ••••
Additional student teaching with reading groups. • • • • • • • •
. . . • • •
• • •
Expressions of Adequacy in
Teaching Reading
Yes
16
12
18
18
14
4
12
No
14
8
9
13
7
6
13
Not Sure
27
25
18
54
57
53
56
41
43
techniques which may be used in regular classroom situa
tions.
55
The data in Table IX, pages 56 and 57, has been com
piled from the write-in suggestions of first-year inter
mediate grade teachers. Suggestions of more training in
the grouping of children, more training in phonics, more
demonstrations on how to teach specific things, and more
training in what to teach and how to teach it are only a
few of the proposals. Such things as more contact with
reading texts, how to select, give, and use standardized
reading tests, and the selection of other reading mater
ials are also suggested. Recommended alterations for the
present program of reading at Central Washington College of
Education ran from more actual teaching experience, making
available a course in remedial reading, a more practical
reading course, and less contact with theory and more work
in real situations, to lengthening the period of student
teaching and additional training after the first year of
teaching in the field.
Tables VII, VIII, and IX when evaluated indicate
that three out of ten of the teachers participating in the
study have not had a course in intermediate methods.
Twenty-five per cent of the teachers have not had a single
course in reading method. Nearly one half of the teachers
TABLE J.X
WRJ.TE IN SUGGESTIONS OF FIRST YEAR INTERMEDIATE GRADE TEACHERS FOR BE'I'I'ER PROFES.'>IONAL PREPARATlON
More comprehensive work in method, skills, and techniques of teaching reading
1. More ~1 aining in grouping • • • • • • • • • • • • • • • • •
2. ¥.i0re training in phonics. • • • • • • • • • • • • • • • •
3. More demonstrations on how to teach specific things • • • •
4. More intense study of what to teach and how to teach it • •
5. More observations of actual situations •••••• •••••
6. More training in how to deal with slow readers. •••• • •
7. More training in recognizing reading difficulties • • • • •
8. More training in presentation of good literature. • • • • •
9. More training in reading skills • • • • • • • • • • • • • •
More attention to the matter of instructional materials
1. More contact with reading texts ••••• • • • • • • • • •
7
3
2
2
2
2
1
1
1
2
2. How to select, give, and use standardized reading tests • • 2
3. How to select workbooks • • • • • • • • • •
4. More contact With other reading materials •
• • • • • • • •
• • • • • • • •
1
1
5. How to select books for the various reading groups. • • • • 1
6. How to select reading texts • • • • • • • •
Recommended alterations for the present program or reading instruction
• • • • • • • • 1
1. More actual teaching experience, learn by doing • • • • • • 4
56
2.
J.
4.
5.
6.
7.
s. 9.
TABLE lX (Continued)
Make available a course in remedial reading • • • • • • • •
Require a course in the teaching of reading • • • • • • • •
More practical teaching of reading course • • • • • • • • •
Less theory and more contact with real situations ••• • •
Lengthen student teaching to include actual practice under direction of supervisor • • • • • • • • • • • • • •
Minimum of two quarters student teaching. • • • • • • • • •
More class participation and active work ••• • • • • • • •
More visitations without pupil knowledge •• • • • • • • • •
10. A good course in the teaching of reading. • • • • • •
ll. Student teaching on all three levels, three hour course on three levels • • • • • • • • • • • • • • • • • • • • •
12. General reading course to be followed by intensive course
57
J
J
2
2
2
1
1
1
1
l
after student teaching. • • • • • • • • • • • • • • • • • l
lJ. Additional training after the first year of teaching in the field • • • • • • • • • • • • • • • • • • • • • • • • 1
14. A course that includes work on secondary and elementary levels. • • . • • • • • • • • . • . . . . . • . • • . • • 1
15. More emphasis on reading during student teaching. • • • • • 1
Other Suggestions
1. Advisors should give better direction • • • • • • • • • • • 1
2. Teachers should not hire out except in level of preparation • • • • • • • • • • • • • • • • • • • • • • • l
58
in the study are not sure of whether or not they did an
adequate job of teaching reading in their initial teaching
experience. Only thirty-two per cent of the participating
teachers felt they had done an adequate job in teaching
reading; of these, seventeen per cent had not taken any
courses in reading.
Teachers taking part in the study also indicated by
check marks general suggestions for improving the present
teacher education program. Some of the more strongly rec
ommended suggestions were placing much emphasis .Q!! how
reading should be taught, practical demonstrations of
reading technigues which may be used in regular classroom
situations, and the requiring of ~ course in the teaching
.2f reading for all elementary teachers. These teachers
also indicated by their write-in comments such things as
more actual teaching experience, a course in remedial
reading, more training in grouping, more training in
phonics and how to select, give, and use standardized
tests in reading. The teachers participating in the study
imply that what they want in their reading courses is
practical knowledge and more practice in applying this
knowledge to real situations.
CHAPTER IV
SUMMARY AND CONCLUSIONS
The summary and conclusions contained in this
chapter are a result of the compilation of data obtained
from first-year intermediate grade teachers of reading
who did their initial teaching during the school years
1955-56 and 1956-57. Eighty-nine teachers were contacted.
(This number represents nearly all of the beginning inter
mediate grade teachers of 1955-56 and 1956-57 from Central
Washington College of Education.) Seventy-two teachers
have participated in the study, a return of 81.8 per cent.
The data that have been supplied by these first
year intermediate grade teachers and obtained from the
tables and figures included in Chapter III lend themselves
to four natural generalized statements of summary.
(1) Many of the teachers in the research group are
not fully prepared to teach at the intermediate grade level.
In support of this statement it might be said that one out
of five of these teachers did not do their student teaching
at the intermediate grade level, one out of three had not
taken an intermediate curriculum and methods course, and
only one out of two teachers had specifically prepared to
teach at the intermediate grade level.
89341
60
(2) Many of these beginning teachers of reading are
not fully prepared to teach reading at the intermediate
grade level. Evidence supporting this statement is the
fact that one out of four teachers had not taken a course
of any kind in reading method, the average number of cour
ses taken by the entire group was only one and five-tenths
courses per person, and the feelings of frequent need and
inadequate preparation were not appreciably altered by
taking more reading courses.
(3) A majority of the teachers participating in the
study felt somewhat inadequate in teaching reading at the
intermediate grade level. The fact that a majority of the
teachers indicate a feeling of frequent need in dealing
with the teacher activities, that most of the teachers
express a feeling of inadequate preparation for handling
the teacher activities, and that only one teacher in three
felt adequate in teaching reading in their initial teaching
experience are evidence in support of the original statement.
(4) These first-year intermediate grade teachers
would like to see the present teaching program at Central
Yashington College of Education changed to a program that
includes a more practical training in method, skills, and
techniques to be used in teaching reading. They suggest
more training in what to teach in reading and how to teach
61
it, more demonstrations and reading techniques that may be
used in regular classroom situations, a course in reading
to be required of all elementary teachers, more training
in grouping and phonics, more contact with reading texts,
and how to select, give, and use standardized reading
tests •.
The limitations of this study are mainly of two
kinds. First, the sample of intermediate grade teachers,
although complete for two years, is somewhat limited. (A
study involving more graduate classes would have given more
conclusive data.) Secondly, the very nature of a question
naire presents inherent limitations such as: limited
coverage of subject due to restricted length, faulty
communication of meaning, and inadequate interpretation
of statements and questions. These, then, are details to
consider in interpreting the data contained in this study,
its summary, and the following conclusions.
One conclusion that can be drawn from the data is
that many teachers are teaching at the intermediate grade
level who should not be teaching there. Certain skills,
techniques, and abilities are necessary for doing an ade
quate job of teaching at any particular grade level and
these can only be acquired in a very few ways. Curriculum
and method courses, student teaching, and specific subject
62
courses are the only avenues for preparation open to a col
lege student and these lose their value if not related to
the future level of teaching. It is quite apparent from
an analysis of the data that many of the participating
teachers had not prepared for teaching on the intermediate
grade level and for this reason are experiencing a good
deal' of difficulty in coping with their reading programs.
If allowed to continue the present situation in which
teachers are hired to teach at any grade level from kinder
garten to senior high school upon graduation from college
presents the teacher training institutions with the res
ponsibility for meeting the needs and for supplying the
knowledge and accompanying skills that will enable them to
adequately handle any teaching position to which they may
be assigned.
Another conclusion that can be drawn from the data
is that these intermediate grade teachers, as a group,
feel highly inadequate in teaching reading regardless of
the nature of their preparation. That this feeling is
prevalent is to some degree understandable when it is
noted that one-fourth of the group had taken only one course
in reading, and that the average number of courses taken
by all of the teachers was only one and five-tenths reading
courses per person. That pronounced feelings of need and
63
inadequacy of preparation are indicated by the majority
of the teachers polled seems only to substantiate the
former conclusion. Of further significance is the sug
gestion implied by the data that the feelings of need and
inadequacy of preparation do not appreciably decrease by
taking more courses in reading. It is reasonable to
assume that one-half of these teachers would have some
difficulty in teaching reading when it is realized that
one-fourth of them had not taken a single course in read
ing and another one-fourth of them had taken only one
course in reading but when teachers who have taken more
than one course in reading indicate no appreciable change
in feelings of need and inadequacy of preparation then
something must be wrong. In view of the above facts it
would seem that these intermediate grade teachers are not
receiving the kind of instruction necessary to meet their
classroom needs in the teaching of reading. If these
teachers are to do an adequate job in teaching reading it
is essential that they receive the right kind and amount
of preparation. It is incumbent on the teacher training
institutions to provide this instruction.
A third and the final conclusion of this study in
volves the nature of the improvement in the college program
for training teachers in the field of reading. Participating
64
teachers express the desire to see a more practical empha
sis put on the entire reading methods program. They want
to take reading instruction out of the realm of theory
and replace it with the more concrete. They want to know
what they will need to teach in their classrooms and the
techniques they can use. To this end they suggest among
others, more training in what to teach and how to teach it,
more training in grouping and phonics, more help in the
selection and use of texts and standardized reading tests,
more demonstrations and observations, more actual teaching,
and a course in reading to be required of all elementary
teachers. It is very apparent that these teachers are
well aware of their inadequacies and are earnestly trying
to aid in the preparation of future teachers.
Under the existing General Certificate Program it
is possible and quite often happens, as shown in this study,
that teachers are hired to teach at levels or in areas for
which they have little or no preparation. Existing re
search by the placement office has shown that from fifteen
to twenty per cent of the teachers from Central Washington
College of Education are placed each year in positions for
which they are not prepared. This, of course, is an unfor
tunate situation that results in ineffectual teaching and
a poor quality of education for the children in the
65
Washington State public schools.
As long as the existing General Certificate Program
is in effect, it is the duty and responsibility of the
teacher training institutions to provide the best education
possible to its teachers in preparing them to meet any
teaching situation for which they may be hired.
BIBLIOGRAPHY
BIBLIOGRAPHY
A. BOOKS
Flesch, Rudolph. Why Johnny Can't~· New York: Harper and Brothers, 1955.
Gates, Arthur I. The Improvement of Reading. New York: The Macmillan Company, 1947.
Harris, Albert J. How to Increase Readin! Ability. York: Longmans,crreen and Company, 19 7.
New
Huggett, Albert J., and T. M. Stinnett. Professional Problems of Teachers. New York: The Macmillan Company, 195b.
Knipp, Helen B. 11 Causes of Retardation Attributable to Faulty Basal Reading Instruction," ! Report of~ Ninth Annual Conference .2!! Readin~, University of Pittsburg. Pittsburg, Pennsylvania: University of Pittsburg Press, 1953.
McKee, Paul. ~ Teaching of Reading in the Elementary School. New York: Houghton Mifflin Company, 1948.
Monroe, Walter S. Encyclopedia of Educational Research. New York: The Macmillan Company, 1950.
Tinker, Miles A. Teaching Elementar~ Reading. Appleton-Century Crofts, Inc., 19 2.
New York:
B. PERIODICALS
Dallman, Martha. "Is the Pre-Service Preparation in Reading of Intermediate-Grade Teachers Adequate?" Elemen~ School Journal, IVL (September, 1943, June, 1944).
Hester, Kathleen B. 11 Classroom Problems in the Teaching of Reading," Elementary School Journal, LIV (September, 1953, May, 1954).
Smith, Nila B. "What Shall We Do About Reading Today?" Elementary English Review, February, 1943.
APPENDIX
Dear
Box 19 Central Washington College of Education
Ellensburg, Washington January 13, 1958
69
The material. you have in your hand is a questionnaire. As a Master's Degree candidate, I am attempting to analyze the needs of Intermediate Grade Teachers in the field of Reading and I need your help.
Having taught the fifth grade, I fully realize the demands on your time and will therefore take as little of it as possible.
The topic of this study was selected because of the interest in it tha.t has been shown by fellow teachers and a sincere desire on the part of the Education Division of Central Washington College to meet the needs of future teachers.
The purpose of this study is to determine the needs of beginning teachers in reading at the Intermediate Grade level. The task is two-fold, to find out i:f beginning teachers know what reading skills should be taught and to find out if' they know the techniques necessary to teach them.
Your careful. consideration of this questionnaire and its questions might conceivably have an effect on the courses in reading which are offered to prospective teachers at this college. The return of this questionnaire by the twenty-seventh of January will be of considerable help in the tabulation and final analysis.
The enclosed stamped envelope is for your convenience. '!"hank you for your cooJ)E!ration.
Sincerely yours,
Victor R. Bolon
VB:me
-1-
QtESTIONNAIRE TO FIRST-YEAB IN'IERMEDIA'IE TEACHERS
FOREWORD:
The questions included herein are of great importance to all intermediate grade teachers. I am assuming that you will remember your experience as a be .. ginning teacher quite vividly and that you will want to advance your opinions and answers with the assurance of complete anonymity that is guaranteed by the author.
Please answer the following questions directly or by putting a check mat-k in the proper blank.
GENERAL BACKGROUND:
M;y initial experience in teaching was a.t the intermediate level:? ____yes, or_no (If your answer is no, please disregard the rest of the questionnaire and return it in the enclosed envelope; thank you.)
Type of certificate held with first teaching experience? Provisional, or _Emergency -
On what level l!iid you do your student teaching? Secondary, Intermediate, or _Primary - -
What were your major and minor fields? Major , Minor Minors (3) , ' ------
Check the courses you had as an undergraduate;
PrimarY Methods (Ed. 311) Intermediate Methods (Ed. 3I2T Secondary ~thods (Ed. 313) Reading Readiness (Ed. 321) ~ Teaching of Rea.ding (Ed. 322r-Remedial Reading (Ed. 338) -
List other reading courses you have had. l. 2. 3. 4.
Teaching Procedures in the language Arts (Ed. 420) The Modern Reading Program, Primary (Ed. 421) -The Modern Ree.ding Program, Intenood1ate {Ed. ~ Reading Problems in the Secondary School {Ed. 423}Developmental Reading in Content Fields (Ed. 424) -Studies and Problems in Reading (Ed. 426) _ -
According to Paul McKee, a foremost authority in the field of Reading, the Rea.ding Program for the Intermediate Grad.es can be divided into four major areas, those areas being the Instructional Jobs, the Study Jobs, Children's Literature, and Oral Reading. The examples included in the following questions are not intended to be all-inclusive but rather representative of each area.
In answering each question I am assuming your answers will be carefully analyzed and based upon consideration of ~ouz.: collef3!: e~riences ~ their resultant effect ~ lour classroom teaching ~ eadin~.
Place check marks in the chart below to most closely indicate your feelings about each question using the following proposed criteria as a guide.
Chart I - - Frequency of need in teaching the reading skills?
Chart ll -- Amount of college preparation received in techniques of teaching reading.
I. INSTRlXTIONAL JOBS:
What was the extent of your needs and preparation
Chart I Needs
~ 0 0 0
i 1~ \
Chart II Preparations
~ ~ ~ a>
~ (\)
in ...•...•.. ~
\ ~ \ ~
A. Teaching selections in the reader:
l. Introducing the selectionj stimulating pupils to think using pictures, comments, questions, identifying strange words, giving purpose for reading the lesson?
2. Discussing ideas read; helping pupils to analyze and interpret their thoughts?
3. Making use of ideas gained; activities to be considered in making further use of ideas gained?
B. Providing training in reading for various purposes; includes reading for general import, details, critical analysis, etc.?
C. Establishing pupil independence in identifying strange printed words; includes the teaching of phonetic analysis, structural analysis, verba 1 context, dictionary, etc.?
D. Improving reading through various school subject includes injection of reading skills into the study of subject matter content?
E. Developing pupil independence in coping with word meaning difficulties; includes using context clues and punctuation marks as indica· tors of meaning; use of figures of speech; words and phrases which may have several meanings?
F. locating and removing pupil's reading deficiencies; includes analysis of word recognition skills, independent word identification, and other specific skills involved in oral and silent reading?
s;
1 2 3 1 2 3
-j ..
G. Measuring pupil achievement includes selecting and using standardized teste,teacher-made tests, observation of individual abilities during readi
II. STUDY JOBS:
What was the extent of your needs and preparation in ........... .
A. Teaching location of information that is pertinent to the problem; includes uses of parts of ordinary books (index, table of contents, glossary, etc.), special aids and sources, selection of pertinent information?
B. Teaching evaluation of pertinent information ace ding to its validity and importance to the probl1 in mind; differences between fact and opinion, etc.?
C. Teaching the organization of important and valid information according to the purpose in mind; includes outlining of topics, sub-topics, details, and how to take notes?
D. Directing pupils to decide what parts of importan and valid information should be retained and securing the retention of that information?
III. CHIIDREN'S LI'!ERATURE:
What was the extent of your needs and preparation in ..•.......
A. Helping children to build an interest in reading a Wide variety of choice material· and developing a taste for it?
B. Selecting the reading materials to be used at your grade level?
C. Relating the content of Children's Literature to other areas of reading?
IV. ORAL READING:
What was the extent of your needs and preparation in •••••.•....
A. Teaching the skills required in Oral Readi:ag; includes use of voice intonation, pitch, rate, conveying the meaning intended by the writer, good posture, etc.?
Neea.5 Preparations
• ~\ ~ "e ,,. % (ii ..
\; I \~ ~
.I
1 2 3 1 2 3
.
i I l
-4-
After careful consideration of the above questions would you say that you had done an adequate job of teaching reading at the intermediate level? yes, _no, or _not sure -
What would you recommend be done to meet these needs so that future beginning teachers are not faced with similar problems? Check below the answer or answers that you feel most closely approximate your ideas.
__ Much emphasis on how reading should be taught. (techniques employed)
__ Much emphasis on~ should be taught in reading. (curriculum content)
A course in the teaching of reading should be required of all elementary --teachers.
Practical demonstrations of reading techniques which may be used in regular ~---classroom situations.
Observations in actual classroom situations. (visitations) --Observations of actual classroom situations by television.
~---
Additional student teaching with reading groups. --Other ideas, state them-
Place a check mark in the blank if you would like a surmnary upon completion --of the study.