Implementing a Framework for Remedial Reading for Seventh and Eighth Grades: A Delphi Study Page: 2
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Jennings, Frances, Implementing a Framework for Remedial
Reading for Seventh and Eighth Grades: A Delphi Study,
Doctor of Philosophy (Reading), May, 1984, 319 pp., 16
tables, bibliography, 202 titles.
This study determined the instructional approaches
and teaching techniques and materials reading specialists
perceived to be the most effective for the seventh and
eighth grade remedial reading courses mandated by Texas
House Bill 246. It also determined the most effective in-
service procedures for training teachers assigned to teach
Fifty-four Texas reading specialists, representing
school districts, service centers, and colleges and univer-
sities, participated as panelists in the Delphi, completing
three rounds of questionnaires. Perceived recommendations
were rated by panelists according to levels of effectiveness.
The instructional approach to teaching reading rated
as the most effective was a diagnostic/prescriptive approach
with individual student plans. The teaching technique rated
as the most effective was to provide instruction and prac-
tice on a level where students can experience initial
success. Materials rated as the most effective were a wide
variety of books for both instruction and independent
reading. The procedure for in-service training rated as
the most effective was to provide follow-up/feedback in the
classroom after a training session.
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Jennings, Frances D. Implementing a Framework for Remedial Reading for Seventh and Eighth Grades: A Delphi Study, dissertation, May 1984; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc331522/m1/2/: accessed January 22, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .