Programed Instruction versus Usual Classroom Procedures in Teaching Boys to Read
Bibliographic Data
| ID | 8222872 |
|---|---|
| Authors | JOHN D McNEIL (University of California, Los Angeles, corresponding author) |
| Year | 1964 |
| Volume | 1 |
| Issue | 2 |
| Pages | 113-119 |
| Publication date | 1964-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | American Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/00028312001002113 |
| OpenAlex | W2072941654, W4235313565 |
| Language | EN |
| Citations received | 4 |
| References cited | 2 |
It is commonly observed that more boys than girls are unsuccessful in beginning reading (Gates, 1961; Alden, Sullivan, and Durrell, 1941). Although the real cause for the failure of boys to achieve as much as girls is unknown, various theories have been proposed. Factors of growth, maturation, and development are considered most critical by some (Gallagher, 1948; Monroe, 1932). Others have stated that the reading interests of boys and girls differ and that existing instructional content appeals more to girls (Heilman, 1961). Negative treatment of male learners by female teachers has been suggested as another explanation for the slow progress of boys in reading (St. John, 1932; Davidson and Lang, 1960). A previously untried approach to the collection of evidence regarding the inferiority of boys in beginning reading is through programed instruction. This technique offers increased control by standardizing the conditions under which reading material is presented to boys and girls and insuring that all have equal opportunities to respond. The present study compares the learning of boys and girls under the controlled conditions of programed instruction with the learning of these same children under direct instruction by female teachers. The possibility is explored that classroom teachers treat boys and girls differently and that this difference in treatment is associated with differences in early reading achievement. The specific hypothesis is: whereas boys excel in beginning reading under the neutral conditions of programed instruction, these same boys will not maintain their superiority when placed under the direction of female teachers. Further, it is hypothesized that (a) boys will be perceived by their classmates as receiving more negative comments from teachers and as having fewer opportunities to respond in their reading groups than girls and (b) reading progress will be related to teachers' comments and to opportunities to respond
Mathematics education · Pedagogy · Teaching method · African Education and Politics · Computer Science · Education and Technology Integration · Psychology · Reading and Literacy Development · School Choice and Performance
| Citations per year | 0.07 |
|---|---|
| Citation span | 1966 - 1978 (13) |
| Highly cited | No |