{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/76595"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/76595","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Comparison of two methods for teaching reading to underprepared, reading deficient college freshmen","abstract":"This study examined differential effects of two methods of teaching selected reading skills, scanning, skimming and finding main ideas, on 28 high school graduates who were to enroll in a four-year institution of higher education in the coming fall. In addition, the attitudes of the students were monitored for change. The classroom climate was evaluated for qualitative differences between methods. One method, pluralistic, included extensive teacher-student interaction during lessons. Lesson content was delivered using a wide range of instructional strategies and materials. The alternate method, worktext, included a structured, systematic workbook. After a brief introduction, lessons were primarily conducted through independent workbook activities, keeping student-teacher interaction at a minimum. No significant differences were found for performance between instructional groups on the selected reading skills. While no group differences were apparent for attitude shifts, there were clearly positive changes in attitude for the entire sample towards reading instruction and the participants’ personal reading ability. Systematic observation of teacher's style indicated that a pupil-centered classroom climate was evident in both classrooms. Implications were drawn regarding future instructional programming for underprepared college-bound students.","abstract_html":"This study examined differential effects of two methods of teaching selected reading skills, scanning, skimming and finding main ideas, on 28 high school graduates who were to enroll in a four-year institution of higher education in the coming fall. In addition, the attitudes of the students were monitored for change. The classroom climate was evaluated for qualitative differences between methods. One method, pluralistic, included extensive teacher-student interaction during lessons. Lesson content was delivered using a wide range of instructional strategies and materials. The alternate method, worktext, included a structured, systematic workbook. After a brief introduction, lessons were primarily conducted through independent workbook activities, keeping student-teacher interaction at a minimum. No significant differences were found for performance between instructional groups on the selected reading skills. While no group differences were apparent for attitude shifts, there were clearly positive changes in attitude for the entire sample towards reading instruction and the participants’ personal reading ability. Systematic observation of teacher's style indicated that a pupil-centered classroom climate was evident in both classrooms. Implications were drawn regarding future instructional programming for underprepared college-bound students.","abstract_has_math":false,"creators":["Murray, Mabel L."],"institution":"Virginia Polytechnic Institute and State University","degree_name":"Ed. D.","degree_level":"doctoral","degree_discipline":"Curriculum and Instruction","degree_department":"Curriculum and Instruction","school":null,"contributors":[],"advisors":[],"committee_chairs":["Niles, Jerome A."],"committee_members":["McKeen, Ronald L.","Hutson, Barbara A.","Fortune, Jimmie C.","Beemer, Linda C."],"year":1982,"date_issued":"1982","date_published":"1982","updated_at":"2026-07-22T22:20:35Z","subjects":[],"languages":["en_US"],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10919/76595","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Niles, Jerome A."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["McKeen, Ronald L.","Hutson, Barbara A.","Fortune, Jimmie C.","Beemer, Linda C."]},{"key":"dc:contributor.department","label":"Department","values":["Curriculum and Instruction"]},{"key":"dc:creator","label":"Author","values":["Murray, Mabel L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2017-03-10T21:56:08Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2017-03-10T21:56:08Z"]},{"key":"dc:date.issued","label":"Date","values":["1982"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Polytechnic Institute and State University"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"dc:type.dcmitype","label":"Dc Type Dcmitype","values":["Text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed. D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]},{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/76595"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study examined differential effects of two methods of teaching selected reading skills, scanning, skimming and finding main ideas, on 28 high school graduates who were to enroll in a four-year institution of higher education in the coming fall. In addition, the attitudes of the students were monitored for change. The classroom climate was evaluated for qualitative differences between methods. One method, pluralistic, included extensive teacher-student interaction during lessons. Lesson content was delivered using a wide range of instructional strategies and materials. The alternate method, worktext, included a structured, systematic workbook. After a brief introduction, lessons were primarily conducted through independent workbook activities, keeping student-teacher interaction at a minimum. No significant differences were found for performance between instructional groups on the selected reading skills. While no group differences were apparent for attitude shifts, there were clearly positive changes in attitude for the entire sample towards reading instruction and the participants’ personal reading ability. Systematic observation of teacher's style indicated that a pupil-centered classroom climate was evident in both classrooms. Implications were drawn regarding future instructional programming for underprepared college-bound students."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Ed. D."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Comparison of two methods for teaching reading to underprepared, reading deficient college freshmen"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Niles, Jerome A."],"dc:contributor.committeemember":["McKeen, Ronald L.","Hutson, Barbara A.","Fortune, Jimmie C.","Beemer, Linda C."],"dc:contributor.department":["Curriculum and Instruction"],"dc:creator":["Murray, Mabel L."],"dc:date.accessioned":["2017-03-10T21:56:08Z"],"dc:date.available":["2017-03-10T21:56:08Z"],"dc:date.issued":["1982"],"dc:description.abstract":["This study examined differential effects of two methods of teaching selected reading skills, scanning, skimming and finding main ideas, on 28 high school graduates who were to enroll in a four-year institution of higher education in the coming fall. In addition, the attitudes of the students were monitored for change. The classroom climate was evaluated for qualitative differences between methods. One method, pluralistic, included extensive teacher-student interaction during lessons. Lesson content was delivered using a wide range of instructional strategies and materials. The alternate method, worktext, included a structured, systematic workbook. After a brief introduction, lessons were primarily conducted through independent workbook activities, keeping student-teacher interaction at a minimum. No significant differences were found for performance between instructional groups on the selected reading skills. While no group differences were apparent for attitude shifts, there were clearly positive changes in attitude for the entire sample towards reading instruction and the participants’ personal reading ability. Systematic observation of teacher's style indicated that a pupil-centered classroom climate was evident in both classrooms. Implications were drawn regarding future instructional programming for underprepared college-bound students."],"dc:description.degree":["Ed. D."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["http://hdl.handle.net/10919/76595"],"dc:language.iso":["en_US"],"dc:publisher":["Virginia Polytechnic Institute and State University"],"dc:rights":["In Copyright"],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:title":["Comparison of two methods for teaching reading to underprepared, reading deficient college freshmen"],"dc:type":["Dissertation"],"dc:type.dcmitype":["Text"],"thesis:degree_discipline":["Curriculum and Instruction"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Ed. D."],"thesis:institution_name":["Virginia Polytechnic Institute and State University"]},"updated_at":"2026-07-22T22:20:35Z"}