Reading instruction in a self-contained classroom of deaf and hard-of-hearing elementary school students was observed. Videotapes were made of two complete units of study and analyzed using an interval recording system. Interviews were conducted with the teacher. The results of the study indicate the teacher utilized approximately 75% of the allotted instructional time in reading instruction. The teacher spent a good portion of this time eliciting student participation. Students engaged in reading related activities a greater proportion of the time than actually reading. Discussion was the dominant student activity.
| Identifer | oai:union.ndltd.org:arizona.edu/oai:arizona.openrepository.com:10150/278463 |
| Date | January 1994 |
| Creators | Moran, Kimi Linn |
| Contributors | Antia, Shirin D. |
| Publisher | The University of Arizona. |
| Source Sets | University of Arizona |
| Language | en_US |
| Detected Language | English |
| Type | text, Thesis-Reproduction (electronic) |
| Rights | Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. |
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