Teaching critical reading in the elementary school
Thesis (M.Ed.)--Memorial University of Newfoundland, 1982. Education Bibliography: leaves 227-235. -- QEII has photocopy. This study was concerned with identifying problems that elementary teachers in the Ferryland School Board District experience in teaching critical reading and with preparing a bo...
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ftmemorialunivdc:oai:collections.mun.ca:theses2/43048 2023-05-15T17:23:30+02:00 Teaching critical reading in the elementary school Whelan, Rosemary, 1947- Memorial University of Newfoundland. Faculty of Education 1981 x, 235 leaves : ill. Image/jpeg; Application/pdf http://collections.mun.ca/cdm/ref/collection/theses2/id/43048 Eng eng Electronic Theses and Dissertations (71.73 MB) -- http://collections.mun.ca/PDFs/theses/Whelan_RosemaryTheresa.pdf 75189569 http://collections.mun.ca/cdm/ref/collection/theses2/id/43048 The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. Paper copy kept in the Centre for Newfoundland Studies, Memorial University Libraries Reading (Elementary) Text Electronic thesis or dissertation 1981 ftmemorialunivdc 2015-08-06T19:16:35Z Thesis (M.Ed.)--Memorial University of Newfoundland, 1982. Education Bibliography: leaves 227-235. -- QEII has photocopy. This study was concerned with identifying problems that elementary teachers in the Ferryland School Board District experience in teaching critical reading and with preparing a booklet presenting suggestions to help teachers deal with those problems. -- The Study covered a period of 30 months during which the problems that teachers often encounter in teaching critical reading were identified through two forms of a questionnaire. One form was sent to the supervisory personnel in the district and the other to the elementary teachers. The supervisory personnel form was designed to elicit from the language arts consultant and the elementary principals those aspects of teaching critical reading in which teachers request help and those in which the supervisory personnel from their observations felt that teachers need help whether or not they request it. The elementary teachers' form was designed to determine whether teachers themselves experience problems in teaching specific aspects of critical reading. -- A comprehensive study of the professional literature, together with a review of basal reader guidebooks and workbooks, was then undertaken in the identified problem areas. A synthesis of the information gleaned from all these sources was utilized in preparing a first draft of the booklet. -- The first draft of the booklet was circulated to five reading specialists for formative evaluation. Each of these individuals was given time to read and examine the booklet for the purpose of determining its strengths and weaknesses. All criticisms were considered and suggestions for improvement were incorporated in a second draft. -- The second draft of the booklet was distributed to one teacher in each of the five elementary grades in the Ferryland School Board District for summative evaluation. Each teacher was asked to examine the booklet and give her opinion on its practicality and usefulness. The teachers in their responses indicated strong positive feelings toward the booklet. They stated that it was worthwhile in helping them to develop a deeper understanding of the critical reading process, and in presenting suggestions for teaching various critical reading skills. The second draft was then accepted as the final draft. Thesis Newfoundland studies University of Newfoundland Memorial University of Newfoundland: Digital Archives Initiative (DAI) |
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Memorial University of Newfoundland: Digital Archives Initiative (DAI) |
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ftmemorialunivdc |
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English |
topic |
Reading (Elementary) |
spellingShingle |
Reading (Elementary) Whelan, Rosemary, 1947- Teaching critical reading in the elementary school |
topic_facet |
Reading (Elementary) |
description |
Thesis (M.Ed.)--Memorial University of Newfoundland, 1982. Education Bibliography: leaves 227-235. -- QEII has photocopy. This study was concerned with identifying problems that elementary teachers in the Ferryland School Board District experience in teaching critical reading and with preparing a booklet presenting suggestions to help teachers deal with those problems. -- The Study covered a period of 30 months during which the problems that teachers often encounter in teaching critical reading were identified through two forms of a questionnaire. One form was sent to the supervisory personnel in the district and the other to the elementary teachers. The supervisory personnel form was designed to elicit from the language arts consultant and the elementary principals those aspects of teaching critical reading in which teachers request help and those in which the supervisory personnel from their observations felt that teachers need help whether or not they request it. The elementary teachers' form was designed to determine whether teachers themselves experience problems in teaching specific aspects of critical reading. -- A comprehensive study of the professional literature, together with a review of basal reader guidebooks and workbooks, was then undertaken in the identified problem areas. A synthesis of the information gleaned from all these sources was utilized in preparing a first draft of the booklet. -- The first draft of the booklet was circulated to five reading specialists for formative evaluation. Each of these individuals was given time to read and examine the booklet for the purpose of determining its strengths and weaknesses. All criticisms were considered and suggestions for improvement were incorporated in a second draft. -- The second draft of the booklet was distributed to one teacher in each of the five elementary grades in the Ferryland School Board District for summative evaluation. Each teacher was asked to examine the booklet and give her opinion on its practicality and usefulness. The teachers in their responses indicated strong positive feelings toward the booklet. They stated that it was worthwhile in helping them to develop a deeper understanding of the critical reading process, and in presenting suggestions for teaching various critical reading skills. The second draft was then accepted as the final draft. |
author2 |
Memorial University of Newfoundland. Faculty of Education |
format |
Thesis |
author |
Whelan, Rosemary, 1947- |
author_facet |
Whelan, Rosemary, 1947- |
author_sort |
Whelan, Rosemary, 1947- |
title |
Teaching critical reading in the elementary school |
title_short |
Teaching critical reading in the elementary school |
title_full |
Teaching critical reading in the elementary school |
title_fullStr |
Teaching critical reading in the elementary school |
title_full_unstemmed |
Teaching critical reading in the elementary school |
title_sort |
teaching critical reading in the elementary school |
publishDate |
1981 |
url |
http://collections.mun.ca/cdm/ref/collection/theses2/id/43048 |
genre |
Newfoundland studies University of Newfoundland |
genre_facet |
Newfoundland studies University of Newfoundland |
op_source |
Paper copy kept in the Centre for Newfoundland Studies, Memorial University Libraries |
op_relation |
Electronic Theses and Dissertations (71.73 MB) -- http://collections.mun.ca/PDFs/theses/Whelan_RosemaryTheresa.pdf 75189569 http://collections.mun.ca/cdm/ref/collection/theses2/id/43048 |
op_rights |
The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. |
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