Title Page
 Table of Contents
 Review of related literature
 Procedures and methodology
 Results of the study
 Summary and conclusions
 Biographical sketch

Group Title: Use of oral prompts as an effective teaching strategy in oral reading activities
Title: The Use of oral prompts as an effective teaching strategy in oral reading activities
Full Citation
Permanent Link: http://ufdc.ufl.edu/UF00099098/00001
 Material Information
Title: The Use of oral prompts as an effective teaching strategy in oral reading activities
Physical Description: viii, 94 leaves : ; 28 cm.
Language: English
Creator: Seely, Patricia Butcka ( Dissertant )
Powell, William R. ( Thesis advisor )
Algina, James J. ( Reviewer )
Smith, Lawrence ( Reviewer )
Publisher: University of Florida
Place of Publication: Gainesville, Fla.
Publication Date: 1981
Copyright Date: 1981
Subjects / Keywords: Oral reading   ( lcsh )
Prompting (Education)   ( lcsh )
Reading (Elementary)   ( lcsh )
Curriculum and Instruction thesis Ph. D
Dissertations, Academic -- Curriculum and Instruction -- UF
Genre: bibliography   ( marcgt )
non-fiction   ( marcgt )
Abstract: A primary purpose of this study was to examine the extent to which teachers adopted a method of teacher prompts when working with average fifth-grade readers in oral reading acitvities. A second purpose of this study was to examine the use of teacher prompts as an effective teaching strategy with average readers in fifth grade in oral reading activities. Three main objectives were included in the investigation. 1. Teacher ability to adopt a prompting condition when correcting student oral reading errors. 2. Student achievement gains when teacher prompts were used in oral reading activities. 3. Effectiveness of four designated prompting conditions among one another. The six schools selected for the three-and-one-half month studywere located in Volusia County, Florida, and represented the three different socioeconomic groups. Twelve teacher subjects were randomly selected. Three teachers were randomly assigned to one of four prompting conditions: 1) uncorrected,2) graphophonic, 3) semantic, or 4) repeat. They were instructed to use the assigned prompts as often as possible when correcting the average fifth-grade readers' oral reading errors during the daily 30-minute instructional period. Each teacher was observed 14 times during the study. The 72 average fifth-grade readers were selected from a larger population of fifth-graders. In the final analysis, 67 students were considered. The results of the study suggested that teachers could adopt assigned prompts when working with average fifth-grade readers. The uncorrected and semantic prompts recorded significant adoptability. The repeat prompt showed no difference in adoptability in relation to the other prompts. The graphophonic prompt recorded no significance in adoptability. The results of the student achievement gains indicated that the uncorrected prompt produced significant student gains whereas the graphophonic, semantic, and repeat prompts produced no significant differences during the three-and-one-half month study.
Thesis: Thesis (Ph. D.)--University of Florida, 1981.
Bibliography: Bibliography: leaves 88-92.
Original Version: Typescript.
General Note: Vita.
Statement of Responsibility: by Patricia Butcka Seely.
 Record Information
Bibliographic ID: UF00099098
Volume ID: VID00001
Source Institution: University of Florida
Holding Location: University of Florida
Rights Management: All rights reserved by the source institution and holding location.
Resource Identifier: alephbibnum - 000296407
oclc - 08101191
notis - ABS2770


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Table of Contents
    Title Page
        Page i
        Page ii
        Page iii
        Page iv
    Table of Contents
        Page v
        Page vi
        Page vii
        Page viii
        Page 1
        Page 2
        Page 3
        Page 4
        Page 5
        Page 6
        Page 7
        Page 8
        Page 9
    Review of related literature
        Page 10
        Page 11
        Page 12
        Page 13
        Page 14
        Page 15
        Page 16
        Page 17
        Page 18
        Page 19
        Page 20
        Page 21
        Page 22
        Page 23
        Page 24
        Page 25
    Procedures and methodology
        Page 26
        Page 27
        Page 28
        Page 29
        Page 30
        Page 31
        Page 32
        Page 33
        Page 34
        Page 35
        Page 36
        Page 37
        Page 38
    Results of the study
        Page 39
        Page 40
        Page 41
        Page 42
        Page 43
        Page 44
        Page 45
        Page 46
        Page 47
        Page 48
        Page 49
        Page 50
        Page 51
        Page 52
        Page 53
        Page 54
        Page 55
        Page 56
        Page 57
        Page 58
        Page 59
        Page 60
        Page 61
        Page 62
        Page 63
        Page 64
        Page 65
        Page 66
    Summary and conclusions
        Page 67
        Page 68
        Page 69
        Page 70
        Page 71
        Page 72
        Page 73
        Page 74
        Page 75
        Page 76
        Page 77
        Page 78
        Page 79
        Page 80
        Page 81
        Page 82
        Page 83
        Page 84
        Page 85
        Page 86
        Page 87
        Page 88
        Page 89
        Page 90
        Page 91
        Page 92
    Biographical sketch
        Page 93
        Page 94
        Page 95
        Page 96
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