Oregon home economics teachers' knowledge and use of content area reading strategies Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/k3569674q

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  • The major purpose of this study was to determine the extent to which home economics teachers know and use content area reading strategies in the classroom. The study looked at a variety of personal and school variables to determine their relationship to the teachers' knowledge and use of content area reading strategies. The study was designed to determine what role the home economics teacher plays in reading instruction. Finally, the study examined reading training and needs. The sample used in this study included thirty-four Oregon home economics teachers. Seventeen had participated in a content area reading, writing and mathematics strategies workshop in the summer of 1984. The remaining seventeen Oregon home economics teachers were randomly selected from a list secured from the state specialist. Data for the purpose of this study were collected by means of a structured questionnaire. The questionnaire was developed by the researcher and validated by a panel of experts. The questionnaire include sections on: content area reading strategies knowledge and use, teachers' role in reading instruction, and personal and school data. This study revealed that workshop training could have a significant impact on teachers' knowledge and use of content area reading strategies. Training is an issue with home economics, many feeling inadequately trained. Teachers support the contention that there is room in the home economics curriculum to integrate and teach reading. The time consuming nature of developing reading strategies was reported.
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