Reading Instruction
A Quantitative Analysis
Bibliographic Data
| ID | 9731262 |
|---|---|
| Authors | Susanna W Pflaum (University of Illinois Chicago, corresponding author), Herbert J Walberg (University of Illinois Chicago, corresponding author), Myra L Karegianes (University of Illinois Chicago, corresponding author), Sue P Rasher (University of Illinois Chicago) |
| Year | 1980 |
| Volume | 9 |
| Issue | 7 |
| Pages | 12 |
| Publication date | 1980-07-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.2307/1174665 |
| OpenAlex | W4241060215 |
| Language | EN |
| Citations received | 13 |
| References cited | 9 |
Concerned with the need for documenting the effects of instructional method on reading achievement, Huey, after the turn of the century (1908), wrote have thus far been content with trial and error, too often allowing the publishers to be our jury, and a real rationalization of the process of inducting the children into the practice of reading has not been made. . . . We have come to the place where we need to pass in review all the methods that have been tried in all the centuries of reading and to learn any little that we can from each (p. 9). Some 70 years later, in discussing investigations of different instructional methods, Farr and Roser (1979) concluded, Regardless of the quantity of research, however, there are no definitive answers to the question of the best program because the results of various studies support different programs, and nothing conclusive can be shown about which programs are superior (p. 426). That nothing conclusive has resulted from the research on instructional methods is reflected in other texts written for teachers of reading; for example, Durkin (1974), Fry (1977), Mangrum and Forgan (1979), and others concluded that few important differences between methods
Epistemology · Jury · Learning to read · Linguistics · Literacy · Mathematics education · Nothing · Pedagogy · Political science · Rationalization (economics · Reading (process · Statistical analysis · Statistics · Cognitive and developmental aspects of mathematical skills · Computer Science · Education and Technology Integration · Educational Methods and Media Use · Law · Mathematics · Philosophy · Psychology · Reading and Literacy Development · Technology-Enhanced Education Studies
Syntheses of educational productivity research
Phonological recoding and self-teaching
The great debate
The National Reading Panel Report
The Reading Group
Meta-Analysis in Education
Meta-Analysis in Education
A Rejoinder to Carlberg et al
The 2 Sigma Problem
Reading Recovery in the United States
Can Comprehension Be Taught
Does Individual Tutoring Produce Optimal Learning
Reading and Writing of First-Grade Students in a Restructured Chapter 1 Program
Learning to Read the Great Debate
The Psychology and Pedagogy of Reading
Summary of the Second-Grade Phase of the Cooperative Research Program in Primary Reading Instruction
Intelligence and the Cooperative Reading Studies
The Cooperative Research Program in First-Grade Reading Instruction
The Cooperative Research Program in First‐Grade Reading Instruction
| Unique citing works | 13 |
|---|---|
| Citations per year | 0.31 |
| Citation span | 1984 - 2001 (18) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 13 |