/lp/sage/reading-instruction-a-quantitative-analysis-wDGoJmYBi8
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- Publisher
- SAGE
- Copyright
- Copyright © by SAGE Publications
- ISSN
- 0013-189X
- eISSN
- 1935-102X
- DOI
- 10.3102/0013189X009007012
- Publisher site
- See Article on Publisher Site
Abstract
Reading Instruction: A Quantitative Analysis Susanna W. Pflaum Herbert J. Walberg Myra L. Karegianes Sue P. Rasher University of Illinois at Chicago Circle Concerned with the need for teachers of reading; for example, half of the period when 18 per documenting the effects of in Durkin (1974), Fry (1977), Man- cent of the studies were investi-' structiona l method on reading grum and Forgan (1979);- and gations of instructional methods. achievement, Huey, after the others concluded that few impor The decrease in the number of re turn of the century (1908), wrote tant differences between methods search studies on reading in "we have thus far been content are detectable. In terms of practi structio n may reflect the view with trial and error, too often al cal application, the issue of held among reading educators lowing the publishers to be our method preference is an impor tha t there are no important dif jury, and a real rationalization of tan t one and should be resolved ferences among methods in pro the process of inducting the chil given the need for schools to moting achievement. dren into the practice of reading choose among the variety of pro The sources
Journal
Educational Researcher – SAGE
Published: Jul 1, 1980