In the past decade, a growing interest in high school reading and reading instruction has developed in North America. In the United States, this interest has been reflected in increased publication of literature on reading, in research, and in the recognition among teachers of the need for high school reading programs. There is a growing acceptance of the basic principle that all teachers should teach, reading to students at all levels of ability. However, high school reading programs still occur infrequently, and most teachers lack the training and knowledge to teach reading skills. The lack of Canadian literature on high school reading reduces the possibilities of assessing Canadian reading programs. In Ontario, literature and research are almost non-existent, and little information is available on the status of high school reading. The purpose of this study was to survey the attitudes of Ontario secondary school teachers towards teaching reading in Ontario high schools. The survey sought information on whether or not teachers felt that their students needed reading instruction, and tested teachers' knowledge of methods, responsibilities, and theories of high school reading instruction. Information was also sought on the influence upon attitudes of such variables as sex of teachers, length of teaching experience, experience teaching in elementary-schools, subjects taught, and teaching locale. A questionnaire was designed, tested in a pilot study, and refined. Questionnaire items, derived from current literature on reading instruction, were accompanied by Likert-type attitude scales. Questionnaires were mailed to 2,500 randomly selected subjects in Ontario. The return of l,66l questionnaires provided a 5 per cent sample of Ontario secondary school teachers. Treatment of data included the use of factor analyses, regression equations, univariate analyses of variance of means, t-tests for significant differences of means, and univariate frequency distributions. More than 80 per cent of respondents to the questionnaire agreed that their students needed reading instruction. Approximately half of the respondents said their schools offered some form of reading instruction. However, less than one-eighth of the respondents had received training in teaching reading. A hypothesis that Ontario high school teachers are aware of the methods, theories, and responsibility of reading instruction was rejected in nine of fifteen tests. Most respondents appeared to be familiar with, general theories of reading instruction. However, few recognized their responsibility for teaching reading, and few appeared to know how to teach reading skills. There appeared to be no real differences in attitudes between male and female teachers. Mo apparent difference of attitude was found between teachers with prior elementary teaching experience, and those with secondary school experience .Differences of teaching locale, subjects taught, or length of teaching experience did not appear to be influences on general attitudes towards reading. However, some differences were noted where specific topics were discussed. There appeared to be a need for reading programs in Ontario high schools, but there was uncertainty about how this need was being met. An assessment of the status of reading in Ontario high schools seemed warranted. There appeared also to be an immediate need for programs by which to prepare teachers for the teaching of reading skills. / Education, Faculty of / Graduate

This study is a descriptive survey of secondary reading programs in British Columbia. A review of the literature indicated that secondary reading programs were largely remedial or developmental in nature, with teachers of such programs having little training in reading education. All 331 secondary schools in the province of British Columbia were surveyed using a modified version of Hill's (1975) questionnaires, Responses were sought from the school administrators. A stamped, addressed return envelope was included with the questionnaire. An initial and follow-up mailing yielded a return of 88.8%. Results wers analysed through the University of British Columbia's computer facilities using the standard Laboratory Of Educational Research Test Analysis Package and the Multivariate Contingency Tabulations computer programs. The results for the population used in this study are in general agreement with the finding noted in the review of the literature. The majority of secondary reading programs in the province are remedial and/or developmental in nature. Many administrators- are dissatisfied with the existing reading programs in their schools. Most teachers of secondary reading were found to have little training in reading instruction. A comparison of available secondary reading programs, teacher training, administrators' attitudes toward reading programs, and availability of special, in-school reading facilities is made between junior and senior secondary schools. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

The results from a bibliometric analysis of reading research journal literature are reported in this investigation. The major purposes of the study were to: establish a sample of reading research literature; determine the core journal structure of the sample; describe developmental characteristics of the reading research journal literature; and illustrate disciplinary connections among journals reporting reading research. Summaries from the Annual Summary of Research on Reading (ASHR) for the years 1959, 1964, 1968 and 1972 — representing the years 1959 to 1972 — provided the literature for analysis, 768 (84 percent of the total) of the journal articles appearing in the four summaries were collected and provided the referencing and cited sets of journal titles. Three major analyses were performed. In the first, the referencing collection of journal articles was described and sets of core journals listed. Developmental characteristics of reading research were described in the second using a number of bibliometric measures including average number of references per article, age of cited materials, type of publication cited, frequency of author self-cites, and patterns of multiple authorship both in the referencing and cited set of journals. In the third analysis, two clustering programs (UBC C-Group and Osiris Hiclust) were used to statistically group the core cited journal titles. Core Journal Structure. Core journals were identified using three criteria: number of articles appearing in the ASRR, quantity of references produced by the articles, and volume of citation in the referencing set of journals. For all three lists, the most productive journals accounting for 50 and 80 percent of the total articles, references and citations in the two sets of journal titles are identified. The journals isolated as the cores for the three lists fellow the general Pareto distribution, confirming earlier work by Price (1965), Garfield (1972) and others, thus demonstrating the predominance of small cores of highly productive journals in the reading research information network. Comparison revealed the three core lists represent subject areas such as reading, growth and development, curriculum, educational research, general education, educational psychology and several areas of psychology. The discipline diversity of the journal titles increased markedly with the selection criterion based on volume of citation in the referencing set of journals. Developmental Characteristics. Based on the results of the study, and comparison with research using other literatures, the following developmental characteristics for reading emerged. Reading research is becoming a more scholarly field using quantity of citations per article as a criterion. There is a slight movement toward a more immediate research front, indicated by age of cited materials, but this is not strong and the field still relies heavily on archival and near archival resources in its research. A movement toward generation of science-like paradigms may DS developing, based on proportion of serial and monographic usage, but this is tentative at best and not yet a pronounced trend, Beading research may be becoming more cumulative as indicated by increasing author self-citation. Finally, based on multiple authorship data, reading research is definitely becoming more collaborative. Clustering of Journal Titles Two statistical algorithms, one using correlational techniques and the other Euclidian distances in n-dimensional space, were applied to the 36 core cited journal titles. Intuitively acceptable journal groupings were produced in the cluster analysis with the two programs generally confirming each other. Ten journal groupings emerged. Three were somewhat ambiguous with the remaining seven illustrating strong interrelationships suggesting the existence of clusters of ideationally related content among subjects in journals reporting reading research. Recommendations for further research include; statistical analysis of the dispersion of the identified core journal listings; comparison of the core cited' journals with recent issues of the ASBR and ERIC's CIJE ; further study of author productivity in reading research; development of a Journal of Really Important Papers , analysis of conceptual research fronts in reading research; broader analysis of the extent to which archival sources are used in reading research; analysis of cited journal titles which emerged as clusters to delineate conceptual maps related to reading research; and development of a Reading Research Literature Citation Index based on the annual summary of research. / Education, Faculty of / Graduate

No description available.

Aliteracy (ability to read without willingness to do so)--Reading motivation.

It is critical that low socioeconomic families promote the value and worth of reading as a tool for lifelong learning. The significance of this study is to determine the relationship between reading ability and the value placed on reading by at-risk students.

The project section is divided into two parts. Part one contains lesson plans that focus on the process of comprehending and part two contains lesson plans that focus on the product of comprehension. Both parts provide the reader with valuable strategies that address the needs of struggline readers in reading comprehension.

A program for teaching reading for a fifth grade, if well done, will broaden the experience of the children. Effective reading instruction must be based on understanding the developmental needs of the learner and providing adequate guidance. The teaching program must provide large objectives which can be followed throughout the year. An effort must be made to find the best method of creating in the pupils the desire to read both for self-improvement and for leisure time. / Typescript. / "A Paper." / "Submitted to the Graduate Council of the Florida State College for Women in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / "August 3, 1945." / Advisor: R. L. Eyman. / Includes bibliographical references.

The following material is designed better to prepare primary teachers for the task which lies ahead, that of teaching children to read. This material may serve as a guide for teachers who have taught without giving the children adequate help in their reading readiness program, but who wish now to make plans for increasing experiences in this program. Many available materials which have been used by the writer and others, believed to be helpful in carrying on a readiness program have been listed. / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Sciences." / Advisor: Marian W. Black, Professor Directing Paper. / Includes bibliographical references (leaves 40-42).

The Problem.--Today every child is expected to learn to read. What was the accomplishment of a few persons only two or three generations ago is now required of every child. Reading is not easily learned by some children. Therefore educators are constantly seeking to analyze the difficulties children encounter in learning to read and to evolve more effective means of instruction. The purpose of this paper is two-fold. The immediate purpose is to aid the writer, who has recently completed a year in the primary grades after several years experience in teaching of the intermediate grades, to obtain a deeper understanding of the problem involved in the reading program and a wider knowledge of appropriate classroom procedures. / "August, 1951." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Mildred E. Swearingen, Professor Directing Paper. / Includes bibliographical references (leaves 32-33).