Inclass or Pullout: Effects of Setting on the Remedial Reading Program
The purpose of this study was to describe the remedial reading instruction received by students assigned to inclass or pullout programs with respect to the instructional behaviors of teachers, the nature of lessons, and the reading behaviors of students. The study was conducted in an urban school sy...
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| Veröffentlicht in: | Journal of literacy research 1991-01, Vol.23 (4), p.445-464 |
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| container_end_page | 464 |
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| container_issue | 4 |
| container_start_page | 445 |
| container_title | Journal of literacy research |
| container_volume | 23 |
| creator | Bean, Rita M. Cooley, William W. Eichelberger, R. Tony Lazar, Meryl K. Zigmond, Naomi |
| description | The purpose of this study was to describe the remedial reading instruction received by students assigned to inclass or pullout programs with respect to the instructional behaviors of teachers, the nature of lessons, and the reading behaviors of students. The study was conducted in an urban school system in which the pullout and inclass programs existed concurrently. One hundred nineteen students (Grades 4 and 5) were observed over a 4-month period. In both settings, students received a great deal of skill-related instruction; not much time was spent in prereading activities and students spent most of their time with worksheets. Over 60% of classroom time in both settings was spent in listening, transcribing, and silent reading. Pullout students experienced more direct teaching activities in a group situation while inclass students experienced more time in a one-on-one tutoring mode. Overall, there were differences between settings in what students experienced in remedial reading. |
| doi_str_mv | 10.1080/10862969109547753 |
| format | Article |
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Pullout students experienced more direct teaching activities in a group situation while inclass students experienced more time in a one-on-one tutoring mode. Overall, there were differences between settings in what students experienced in remedial reading.</description><subject>Classroom Research</subject><subject>Grade 4</subject><subject>Grade 5</subject><subject>Intermediate Grades</subject><subject>Pullout Programs</subject><subject>Reading Behavior</subject><subject>Reading Research</subject><subject>Remedial Reading</subject><subject>Teacher Behavior</subject><subject>Teaching Methods</subject><issn>1086-296X</issn><issn>0022-4111</issn><issn>1554-8430</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1991</creationdate><recordtype>article</recordtype><recordid>eNp9UEtLxDAQDqLguvoDBA_5A12TJpO03mTZXVcWXHyAt5LmUbv0IUl78N-bpeJFcA4zH99jYAaha0oWlGTkNjaR5iKnJAcuJbATNKMAPMk4I6cRRz2JhvdzdBHCgcQCwmdove10o0LAvcf7sWn6cbjDK-esHiLn8IsdhrqrcN_h4cPiZ9taU6smAmWO_N73lVftJTpzqgn26mfO0dt69bp8SHZPm-3yfpdoRmBIUuoU546Bk4YIIlLgWUmFBEfykjEhdU5LY4zOIVVOKmZAU8GttrosgRk2R3Taq30fgreu-PR1q_xXQUlxfETx5xExczNlrK_1r3_1yDlIyqO8mOSgKlsc-tF38YJ_9n0DrOxmXw</recordid><startdate>19910101</startdate><enddate>19910101</enddate><creator>Bean, Rita M.</creator><creator>Cooley, William W.</creator><creator>Eichelberger, R. 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In both settings, students received a great deal of skill-related instruction; not much time was spent in prereading activities and students spent most of their time with worksheets. Over 60% of classroom time in both settings was spent in listening, transcribing, and silent reading. Pullout students experienced more direct teaching activities in a group situation while inclass students experienced more time in a one-on-one tutoring mode. Overall, there were differences between settings in what students experienced in remedial reading.</abstract><cop>Los Angeles, CA</cop><pub>SAGE Publications</pub><doi>10.1080/10862969109547753</doi><tpages>20</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1086-296X |
| ispartof | Journal of literacy research, 1991-01, Vol.23 (4), p.445-464 |
| issn | 1086-296X 0022-4111 1554-8430 |
| language | eng |
| recordid | cdi_crossref_primary_10_1080_10862969109547753 |
| source | Alma/SFX Local Collection |
| subjects | Classroom Research Grade 4 Grade 5 Intermediate Grades Pullout Programs Reading Behavior Reading Research Remedial Reading Teacher Behavior Teaching Methods |
| title | Inclass or Pullout: Effects of Setting on the Remedial Reading Program |
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