A Review of Engagement Rates Within Second Grade Reading Groups Working With and Without the Teacher in Selected Northern Illinois School Districts
Lasher, Mary Lee Schliesmann
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https://hdl.handle.net/2142/68909
Description
Title
A Review of Engagement Rates Within Second Grade Reading Groups Working With and Without the Teacher in Selected Northern Illinois School Districts
Author(s)
Lasher, Mary Lee Schliesmann
Issue Date
1983
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Educat.D.
Degree Level
Dissertation
Keyword(s)
Education, Curriculum and Instruction
Abstract
The purpose of this study was to observe and code on and off task behavior of second grade readers during their allocated reading time. The subjects chosen were students who work within ability groups assisted or unassisted by the teacher. The study observed one hundred thirty students on three separate occasions for a total of three hundred ninety observations.
The compilation of data showed that the top ability group received more time with the teacher than the average or low groups. It also indicated that all groups were on task approximately seventy percent of the time they were with the teacher. When working alone the groups were on task from sixty-three to sixty-nine percent of the time with the top group showing the most on task behavior.
In calculating the differences between and within the groups the analysis of variance statistical analysis was used. No significant differences were shown between and within the groups when working with the teacher. However, the amount of waiting and off task time between and within the groups proved highly significant when students were working alone.
In general, the low group received the least amount of time with the teacher and when working alone showed the least amount of on task behavior. The average and low students worked alone more than with a teacher and were not engaged in relevant reading tasks when working alone. The teachers spent small amounts of time instructing students using instruction time to correct seatwork, give directions for further seatwork and listen to "round robin" reading. The teaching of reading skills was not evident. The students in general had adapted well to the organizational pattern within the classroom in getting their reading materials and working at seatwork during the major part of their allocated reading period.
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