Date of Award
8-1-1970
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education, Health & Behavior Studies
Abstract
Problem: The purpose of this study was to determine the effect of in-service training in individual reading conferences and interaction analysis on the individual reading conferences conducted by elementary school teachers in the fourth, fifth, and sixth grades.
Procedure: The research population consisted of fourteen public school teachers. The subjects were divided into a control group and an experimental group and matched according to grade level taught, sex, and years of teaching experience. The experimental group was treated to an in-service program which included training in interaction analysis and the individual reading conference.
Pre and post audio tape recordings were obtained from each group for purposes of comparison. In addition, a follow-up tape was obtained from the experimental group three months after the posttape to determine if changes resulting from the treatment persisted. The data were collected during the 1969-70 school year. Observers trained in interaction analysis analyzed the tapes. The data were studied by recording the observations in ten-row by ten- column matrices. The statistical technique employed in this study was chi-square.
Summary of Findings: 1. Training teachers in the use of interaction analysis and the individual reading conference resulted in significantly less teacher- directed student talk and significantly more student-initiated talk.
2. No significant difference was found in the amount of teacher talk as a result of training in interaction analysis and the individual reading conference.
3. Teachers trained in the use of interaction analysis and the individual reading conference used significantly more indirect influence and significantly less direct influence.
4. Teachers trained in the use of interaction analysis and the individual reading conference became significantly more accepting of the student's feelings and ideas.
5. No significant difference was found in the teacher’s use of praise and encouragement as a result of training in interaction analysis and the individual reading conference.
6. Training teachers in the use of interaction analysis and the individual reading conference resulted in significantly less emphasis being placed upon the content of the material read.
7. Training teachers in the use of interaction analysis and the individual reading conference resulted in significantly more use of the individual reading conference as an intimate sharing period which may serve guidance and counseling purposes.
8. The amount of attention given during the individual reading conference to planning for follow-up activities was significantly increased as a result of training in interaction analysis and the individual reading conference.
9. No significant difference was found in the amount of student oral language expression as a result of training in interaction analysis and the individual reading conference.
Recommended Citation
Stolt, Harold E., "An Analysis of the Individual Reading Conference in the Fourth, Fifth, and Sixth Grades" (1970). Theses and Dissertations. 3519.
https://commons.und.edu/theses/3519