A micro-experimental analysis of silent reading in small-group guided reading lessons

The purpose of this study was to test a social-organizational hypothesis concerning the way silent reading in small-group lessons influences students' end-of-lesson performance. It was hypothesized that positive effects of silent reading may not be found solely in direct cognitive consequences for individual students but in the dynamics of the small-group lesson. The principal test of the hypothesis was whether group processes of pacing, student attention, and emphasis on story meaning could be placed on the causal path between the silent reading lesson and students' end-of-lesson performance.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Wilkinson, Ian Andrew George

Contributors dc:contributor

• Anderson, Richard C.

• Education, Educational Psychology
• Education, Reading
• Education, Elementary

Statement dc:rights

• Copyright 1991 Wilkinson, Ian Andrew George

Language dc:language

eng

Identifier

AAI9136765
(UMI)AAI9136765

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/21993