Implementing a Framework for Remedial Reading for Seventh and Eighth Grades: A Delphi Study Page: 3
The following text was automatically extracted from the image on this page using optical character recognition software:
Conclusions drawn from this study include (1) there is
no one best approach to teaching postelementary remedial
reading; (2) some method should be provided for diagnosing
individual student needs from which individual plans can be
made; (3) actual reading of a wide variety of materials
should be an integral part of the remedial reading program;
(4) more attention should be given to comprehension and
developing higher level thinking skills than to isolated
skill deficiencies; (5) the most effective in-service
appears to be based on the self-perceived needs of the
teachers; (6) in-service training is more effective if
conducted at the building level, scheduled throughout the
year or with compensatory time, with follow-up in the
classroom provided; and (7) in-service training provided by
local reading specialists appears to be the most effective,
utilizing the formats of visitations, sharing sessions, and
Here’s what’s next.
This dissertation can be searched. Note: Results may vary based on the legibility of text within the document.
Tools / Downloads
Get a copy of this page or view the extracted text.
Citing and Sharing
Basic information for referencing this web page. We also provide extended guidance on usage rights, references, copying or embedding.
Reference the current page of this Dissertation.
Jennings, Frances D. (Frances Ditto). 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/m1/3/: accessed May 24, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .