Reading instructional practices of new york state home economics teachers

Rosalie D. Travers, Judith A. Gilbride

Research output: Contribution to journalArticlepeer-review

Abstract

The goal of this study was to survey and analyze the classroom-reading instructional practices of New York State home economics teachers. The instrument, a list of 14 reading strategies and a 5-point usage scale, was mailed to a random sample of 400 middle school and 400 high school teachers. Frequencies and percentages were computed for 4 content areas: food and nutrition, clothing and textiles, human development, and careers and entrepreneurship. Teachers reported using several reading strategies regularly, including showing how to follow directions; providing questions to be answered; and discussing vocabulary, similarities and differences of ideas in a passage, different interpretations of what was read, and separating fact from opinion. Chisquares, computed for differences between middle school and high school teachers’ reported usage, were statistically significant for 1 strategy in food and nutrition (p <.05), 4 in clothing and textiles (p <.001 to <.05), and 7 in human development (p <.001 to <.05).

Original languageEnglish (US)
Pages (from-to)316-333
Number of pages18
JournalFamily and Consumer Sciences Research Journal
Volume25
Issue number3
DOIs
StatePublished - Mar 1997

ASJC Scopus subject areas

  • Cultural Studies
  • Sociology and Political Science

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