A survey of content reading program development in U.S. Schools

Gee, Thomas C.; Olson, Mary W.; Forester, Nora

doi:10.1080/19388078909557974

Reading Research and Instruction

1989

DOI: 10.1080/19388078909557974

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A survey of content reading program development in U.S. Schools

Thomas C. Gee

Mary W. Olson

Nora Forester

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“…Second, his high school, like most high schools around the country, does not have a content reading program (Gee, Olson, & Forester, 1989) such as the one described by Simmers-Wolpow, Farrell, and Tonjes (1991). Secondary schools as well as elementary schools must take responsibility for teaching students how to read and learn using expository textbooks.…”

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confidence: 98%

Research Into Practice

1992

Reading Psychology

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mentioning

confidence: 98%

Research Into Practice

1992

Reading Psychology

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A comparison of teachers’ knowledge and use of content reading strategies in the primary grades

Howe

Grierson

Richmond

1997

Reading Research and Instruction

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Reading and Study Behaviors of Fourth-Grade Hispanics: Can Teachers Assess Risk?

Frontera¹,

Horowitz

1995

Hispanic Journal of Behavioral Sciences

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In this study, teachers assessed content reading and study behaviors of 57fourth-grade Mexican American children attending a low-income urban school in south Texas. Questionnaire items were significantly correlated with traditional at-risk indicators such as grade point average (GPA), age, and standardized achievement. Teachers' assessments of students'work habits, such as the student's completion of homework and class assignments and the student's ability to get organized and understand directions, were important indicators of students 'success in school as measured by GPA and achievement. This research indicates that the identification of good study practices can be critical in targeting at-risk students and that classroom teachers are an essential component in the assessment of these behaviors. The study concludes by recommending teachers' input in making the decision about who is at risk. Further, the results would suggest that teachers give appropriate attention to the critical assessment and teaching of content reading and study behaviors early in the elementary grades.

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A survey of content reading program development in U.S. Schools

Cited by 3 publications

References 1 publication

Research Into Practice

Research Into Practice

A comparison of teachers’ knowledge and use of content reading strategies in the primary grades

Reading and Study Behaviors of Fourth-Grade Hispanics: Can Teachers Assess Risk?

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