Access

You are not currently logged in.

Access your personal account or get JSTOR access through your library or other institution:

login

Log in to your personal account or through your institution.

Teacher Behavior and the Reading Performance of Below-Average Achievers

Thomas Samph
The Journal of Educational Research
Vol. 67, No. 6 (Feb., 1974), pp. 268-270
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/27536595
Page Count: 3
  • Download ($45.00)
  • Cite this Item
Teacher Behavior and the Reading Performance of Below-Average Achievers
Preview not available

Abstract

This study was an effort to determine the influence of teacher verbal behavior upon the language skill development and attitudes of below-average achievers. Elementary students identified as achieving two or more grades below their normal level were administered the Metropolitan Achievement Test and the Pupil Attitude Inventory. The students were grouped according to the type of verbal behavior their teacher manifested. Analysis of covariance was used, covarying on pre-achievement, to test the hypothesis that students taught by indirect teacher behaviors had greater language skill development and more positive attitudes than those taught by direct teacher behaviors. The results of this study confirm this hypothesis.

Page Thumbnails

  • Thumbnail: Page 
[268]
    [268]
  • Thumbnail: Page 
269
    269
  • Thumbnail: Page 
270
    270