Central Washington University ScholarWorks@CWU Electronic eses Student Scholarship and Creative Works 1958 A Survey of Beginning Intermediate Grade Teacher Needs in Teaching Reading Victor Royce Bolon Central Washington University Follow this and additional works at: hp://digitalcommons.cwu.edu/etd Part of the Educational Assessment, Evaluation, and Research Commons , and the Teacher Education and Professional Development Commons is esis is brought to you for free and open access by the Student Scholarship and Creative Works at ScholarWorks@CWU. It has been accepted for inclusion in Electronic eses by an authorized administrator of ScholarWorks@CWU. Recommended Citation Bolon, Victor Royce, "A Survey of Beginning Intermediate Grade Teacher Needs in Teaching Reading" (1958). Electronic eses. Paper 183.
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Central Washington UniversityScholarWorks@CWU
Electronic Theses Student Scholarship and Creative Works
1958
A Survey of Beginning Intermediate Grade TeacherNeeds in Teaching ReadingVictor Royce BolonCentral Washington University
Follow this and additional works at: http://digitalcommons.cwu.edu/etd
Part of the Educational Assessment, Evaluation, and Research Commons, and the TeacherEducation and Professional Development Commons
This Thesis is brought to you for free and open access by the Student Scholarship and Creative Works at ScholarWorks@CWU. It has been accepted forinclusion in Electronic Theses by an authorized administrator of ScholarWorks@CWU.
Recommended CitationBolon, Victor Royce, "A Survey of Beginning Intermediate Grade Teacher Needs in Teaching Reading" (1958). Electronic Theses. Paper183.
APPROVED FOR THE GRADUATE FACULTY _________________________________ Emil E. Samuelson, COMMITTEE CHAIRMAN _________________________________ Maurice L. Pettit _________________________________ Amanda Hebeler
ACKNOWLEDGMENTS
With sincere appreciation and a heartfelt thanks
the author wishes to acknowledge the help, guidance, and
boundless patience of Dr. Emil E. Samuelson.
For their contribution to this study, to Dr. Maurice
Pettit and Miss Amanda Hebeler are extended an unreserved
II thanks e II
TABLE OF CONTENTS
CHAPTER
I. INTRODUCTION • • • • • • • • • • • • • • • • •
II. REVIEW OF THE LITERATURE • • • • • • • • • • •
III. STATEMENT OF MATERIAL, METHOD, AND DATA. • • •
VIII. Recommendations for Professional Preparation
52
Based on First-Year Teaching Performance • 54
vi
TABLE PAGE
IX. Write-In Suggestions of First-Year
Intermediate Grade Teachers for Better
Professional Preparation • • • • • • • • • 56
vii
LIST OF FIGURES
FIGURES PAGE
1. Comparison of Reading Skills, Teaching Needs,
and College Preparation • • • • • • • . • • • 30
2. Comparison of Reading Skills, Teaching Needs,
and College Preparation • • • • • • . • • • • 32
3. Comparison of Reading Skills, Teaching Needs,
and College Preparation • • • • • • • • • • • 34
4. Comparison of Teacher Preparation in Teaching
Reading With Number of Reading Courses Taken. 45
5. Comparison of Teacher Preparation in Teaching
Reading With Number of Reading Courses Taken. 47
6. Comparison of Teacher Preparation in Teaching
Reading With Number of Reading Courses Taken. 48
CHAPTER I
INTRODUCTION
In recent years there has been an increased inter
est on the part of the public in the school program. Much
concern has been expressed over whether or not the schools
are doing an adequate job of teaching reading. Rudolph
Flesch, in his book~ Johnny Can't Read1 , expressed the
opinion that the schools were not doing an adequate job in
teaching reading; this book precipitated a flood of public
criticism and investigation of school programs.
Granted the fact that reading is being taught better
today than ever before; it should be. Nevertheless teachers
must not rest on their laurels. If anything, an even more
concerted effort should be made to obtain the best possible
reading program. This program should be based, of course,
on individual needs and in light of existing research.
In view of the f aet that more children attend school
today than in the past and because of the existence of more
teachers, more materials, better buildings, etc., evidence
such as, "surveys indicate that in typical elementary
schools •••• about one third of the children are retarded
1Rudolph Flesch, ~~ Johnny Can't~ (New York: Harper and Brothers, 19 •
2
in reading one or more years112 should be due cause for
alarm. With evidence of this nature is it any wonder that
reading programs are challenged? Is it not logical that
possible reasons for this unfortunate situation should be
found and altered?
This problem can best be attacked in one of two ways.
It can be approached through a study of the teacher or of
the pupil. Since a multitude of studies have been made
concerning student needs and inadequacies in reading this
study will concern itself with the teacher, his needs and
his inadequacies in teaching reading.
To place the blame of student reading disabilities
entirely on the teacher is unjust. As Harris3 has said,
"there is no one cause of reading disability." Nevertheless
a certain amount of the responsibility for student failures
in reading can be traced to inadequate teaching. In keeping
with this statement Harris4 suggests that "although many
children are handicapped by personal inadequacies, teachers
are by no means blameless in the causation of reading
disabilities."
(New 2Albert J. Harris, How to
York: Longmans, Green-ailci
3rbid., p. 15. 4Ibid., p. 18.
Increase Reading Ability Company, 1947), p. 14.
3
What are the inadequacies evidenced by teachers that
have led to these student reading disabilities? Harris
suggests five shortcomings in teaching procedure that
have contributed to reading retardation:
1. Failure to develop a good background for reading comprehension through a program rich in first-hand and vicarious experiences which form a basis for a creative and stimulating program of discussion, writing, and reading.
2. Failure to adjust instructional procedures to the capacities and maturity levels of pupils.
3. Failure to provide a rich variety of reading materials that are both appropriate in difficulty and interesting to the children.
4. Failure to develop a classroom atmosphere in which children feel that they are appreciated and in which praise, encouragement, and recognition of effort create a favorable attitude toward learning.
5. Failure to notice difficulties while they are recent and minor, a~lowing them to grow into severe and persistent defects.
In further support of teacher inadequacy in teaching
reading, McKee6 has this to say about intermediate grade
teachers:
Instruction in the fundamentals of reading in the intermediate grades is poorly defined. Few teachers in any one of those grades are aware of the reading abilities which could and should be taught to pupils at that level, and except for variation in the reading selections used, the teaching done at any one of the three grade levels is almost identical with that done at any one of the other two levels.
5~., pp. 18-19. 6Paul McKee, The Teaching of Reading in the Elementar~
School (New Yor~ Houghton Hrfflin ComP-an"Y;-1948), p.50.
4
Tinker7 summed up the problem of teacher inadequacy
quite well when he said "there is a marked lag between the
type of reading instruction considered desirable in terms
of current needs and that which we get in actual practice."
In view of the accumulation of evidence that has
been set forth indicating teacher inadequacy in teaching
reading, the question that comes to mind is what can be
done to better prepare teachers to teach reading? Huggett
and Stinnett have suggested a most logical and practical
method of answering this question. They say:
Teachers themselves are frequently very critical of the preparation they had for their work. They are able from practical experience to point out the courses and experiences which they found helpful and those which proved to be without much value. Here is the prime reason why experienced teachers should have the opportunity to advise with colleges8concerning the content of teacher education programs.
With the above quotation in mind and with a sincere
desire to help teachers in teaching reading this study has
been undertaken. Because of the immensity of the problem,
the desire to do a thorough study, and the short time
available, this study will have the following limitations:
7Miles A. Tinker, Teaching Elementar~ Reading (New York: Appleton-Century-Crofts, Inc., 1952 , p. 8.
8Albert J. Huggett and T. M. Stinnett, Professional Problems of Teachers (New York: The Macmillan Company, 1956), p.-zj'.3.
5
1. It will be concerned with beginning intermediate grade teachers of reading.
2. All teachers involved received their teacher education at Central Washington College of Education.
3. Only those teachers who did their initial teaching during the school , years 1955-56 and 1956-57 are involved.
4. Eighty-nine teachers were contacted in the study, eighty-one and eight-tenths per cent participated actively.
5. The questionnaire was used for gathering data.
The specific purpose of this research is to deter
mine if beginning intermediate grade teachers from Central
Washington College of Education are experiencing undue
need and feelings of inadequacy in teaching reading. If
they are experiencing need and inadequacy, a secondary
purpose of this study is to identify those needs and inade
quacies and using their suggestions and comments to pro
pose changes in the teacher education program that will
better prepare teachers to teach reading at the intermed
iate grade level. To these ends this study is dedicated.
CHAPTER II
REVIEW OF THE LITERATURE
An exhaustive search of the literature indicates
that little or no research has been done in the area of
beginning intermediate grade teacher needs in teaching
reading. Monroe1 indicates that of the published studies
relating to the education of teachers the number of impor
tant studies has been small. On the other hand, Hester2
points out that there has been a growing concern for the
teaching of reading in the regular classroom developing
in the past few years.
Although much research has been done in recent years
in reading most of the studies seem to be concerned with
the student, his needs, and his problems. In conjunction
with these studies some light has been thrown on the teacher
of reading, his needs, and inadequacies. Several studies
have been conducted in which student reading disabilities
have been partly attributed to teacher inadequacy in
1walter S. Monroe, Encycloledia of Educational Research (New York: The Maemil an Company, 1950), P• 1396.
2Kathleen B. Hester, "Classroom Problems in the Teaching of Reading," Elementary School Journal, LIV (September, 1953, May, 1954), p. 86.
7
teaching reading. Among others, Gates3 points out, "among
investigators who believe that many difficulties in read
ing are due to failure to acquire the essential techni
ques are some who tend to locate the cause in inadequate
teaching."
In spite of the emphasis placed on the student and
his reading needs there is a growing feeling, on the part
of many educators as well as laymen, that the student's
needs are not being met. Knipp suggests that possibly
"the teacher's background, professional preparation and
knowledge about children may not be sufficient to further
reading progress among pupils. 114 This statement, plus the
research done by Dallman5 in which she analyzed the pre-
service preparation in reading of intermediate grade
teachers in light of their teaching problems, strengthens
3Arthur I. Gates, The Imlrovement of Reading (New York: The Macmillan Company, 94?), p. II.
4Helen B. Knipp, "Causes of Retardation Attributable to Faulty Basal Reading Instruction," A Re~ort of the Ninth Annual Conference on Reading, University o-rPittsburg (Pittsburg, PennsYivania: University of-Pittsburg Press, 1953), p. 65.
5Martha Dallman, 11 Is the Pre-Service Preparation in Reading of Intermediate-Grade Teachers Adequate?" Elementary School Journal, IVL (September, 1943, June, 1944), pp. 152-56.
the argument of McKee6 in which he contends that 11most of
the fourth, fifth, and sixth grade pupils in our schools
are not acquiring adequate control of the fundamentals of
reading."
8
Is ineffectual teaching of reading a common occur
rence? Some people feel that it is. Smith? says, "since
reading is such a complex, intricate, and fundamental
skill • • .many teachers are failing in teaching it
effectively." This is a disastrous situation and it calls
for a look at the possible reasons for this predicament.
Dallman8 suggests that the root of the problem might lie
in the college preparation afforded the intermediate grade
teachers. She further suggests that 11 the college teachers
might have been unaware of the chief problems of inter
mediate grade teachers, they might have failed to furnish
satisfactory assistance to their students in the solution
of problems that both recognized, and they might have
lacked a critical attitude in the analysis of their
6Paul McKee, The Teaching of Reading in the Elemen~ School (New York: Houghton Mifflin Company, 1948), P• 349.
7Nila B. Smith, "What Shall We Do About Reading Today?" Elementary English Review, (February, 1943), p. 28.
8nallman, £1?.· cit., p. 155.
9
offerings."
It is apparent from the evidence presented here
that much research needs to be done in the area of teacher
needs in teaching reading at all levels. Reading programs
in the public schools are currently undergoing a good deal
of criticism. The public feels that reading is not being
taught as well as it should be taught and that the teachers
are partly to blame for the disabilities that are evident.
It is hoped that the unveiling of these inadequacies
and needs and the constructive criticism that can be
offered will lead to improvement of the teacher education
program and better future teachers of reading.
To answer these questions, then, is the purpose of
this study: (1) What are the needs and inadequacies being
experienced by beginning intermediate grade teachers that
are graduates of Central Washington College of Education
and (2) What recommendations can be made to insure that
future intermediate grade teachers of Central Washington
College of Education are better prepared to teach reading?
CHAPTER III
STATEMENT OF MATERIAL, METHOD, AND DATA
The purpose of this study, as stated in Chapters
I and II, is to survey the needs of beginning intermediate
grade teachers in teaching reading. It has been the objec
tive of this study to find out if first-year teachers from
Central Washington College of Education have definite
feelings of inadequacy and needs in the teaching of read
ing; if so, to point out what these inadequacies and needs
are and suggest possible methods of eliminating them.
GENERAL BACKGROUND OF EXPERIENCE
The data with which this study is concerned has
been obtained with the use of a questionnaire and by the
co-operation of first-year intermediate grade teachers
from Central Washington College of Education who had their
initial teaching experience during the school years 1955-
1956 and 1956-195?. These teachers were chosen as repre
sentatives of the intermediate grade level, the level with
which this study is concerned, because: (1) their teaching
experience was recent; (2) their college experience should
be fresh in their minds; and (3) recent information about
them was obtainable.
11
Questionnaires were sent to ninety-two first-year
teachers. Of these, four were unable to participate be
cause their initial teaching experience had been at levels
other than the intermediate grade level. The remaining
eighty-eight people represent, with few exceptions, the
total of all the beginning intermediate grade teachers
that began teaching from Central Washington College of
Education in the years 1955 and 1956. Of the eighty-eight
teachers polled seventy-two participated in the study or
a total of 81.8 per cent.
The questionnaire used in this study was designed
to fulfill three purposes. Its primary function was to
discover the feelings of inadequacy and need as expressed
by first-year intermediate grade teachers of reading; (2)
determine their background of preparation, and (3) find
out what they thought were ways of improving the present
college reading program.
The first section of the questionnaire dealt with
the general background of the beginning teacher. Questions
were asked such as "Was your initial teaching experience
at the intermediate grade level?" nwhat type of teaching
certificate did you hold with your first teaching exper
ience?" "On what level or levels did you do your student
teaching?" "What were your major and minor or what were
12
your minors if you chose three minors?"
The teachers were also asked to list the courses
they had taken that dealt in some way with the teaching of
reading, whether it be a method course, a specific reading
course, or a related course. To conserve time and effort,
the courses offered at Central Washington College of Edu-
cation which give emphasis in reading to some degree were
given to be checked if taken. Additional space for list-
ing other courses was also offered.
The second section of the questionnaire deals with
the reading program for the intermediate grades. The Read
ing Program, as expressed by McKee1 in his book The Teach
ing of Reading in ~ Elementary School, includes four
jobs for the intermediate grade teacher: the Instructional
Jobs, the Study Jobs, the Teaching of Children's Litera
ture, and Oral Reading. These jobs were reproduced from
the text of McKee's book and placed in the questionnaire to
form a framework for evaluating each individual's exper
ience in terms of needs and preparations. The teacher was
called upon to evaluate his needs and preparations for
each of the several teaching activities included under the
1Paul McKee, The Teaching of Reading in the Elemen~ School (New York: Houghto!lMifflin Company, 1948), ~--r32.
13
headings of Instructional Jobs, Study Jobs, Children's
Literature, and Oral Reading. The teacher was asked to
check his needs in handling each activity in terms of no
need, occasional need, and frequent need. In preparation,
he was asked to check the degree of preparation he felt he
had received for directing each of the activities as fol
lows: no preparation, little preparation, and adequate
preparation. The Reading Program, as used for the evalua
tion, is as follows:
I. Instructional Jobs
A. Teaching selections in the reader
1. Introducing the selection; stimulating pupils to think using pictures, comments, questions, identifying strange words, giving purpose for reading the lesson.
2. Discussing ideas read; helping pupils to analyze and interpret their thoughts.
3. Making use of ideas gained; activities to be considered in making further use of ideas gained.
B. Providing training in reading for various purposes; includes reading for general import, details, critical analysis, etc.
C. Establishing pupil independence in identifying strange printed words; includes the teaching of phonetic analysis, structural analysis, verbal context, dictionary, etc.
D. Improving reading through various school subjects; includes injection of reading skills into the study of subject matter content.
14
E. Developing pupil independence in copying with word meaning difficulties; includes using context clues and punctuation marks as indicators of meaning, use of figures of speech, words and phrases which may have several meanings.
F. Locating and removing pupil's reading deficiencies; includes analysis of word recognition skills, independent word identification, and other specific skills involved in oral and silent reading.
G. Measuring pupil achievement includes selecting and using standardized tests, teacher-made tests, and observation of individual abilities during reading.
II. Study Jobs
A. Teaching location of information that is pertinent to the problem; includes uses of parts of ordinary books (index, table of contents, glossary, etc.), special aids and sources, and selection of pertinent information.
B. Teaching evaluation of pertinent information according to its validity and importance to the problem in mind; differences between fact and opinion, etc.
C. Teaching the organization of important and valid information according to the purpose in mind; includes outlining of topics, sub-topics, details, and how to take notes.
D. Directing pupils to decide what parts of important and valid information should be retained and securing the retention of that information.
III. Children's Literature
A. Helping children to build an interest in reading a wide variety of choice material and developing a taste for it.
B. Selecting the reading materials to be used at your grade level.
C. Relating the content of Children's Literature to other areas of reading.
IV. Oral Reading
15
A. Teaching the skills required in Oral Reading; includes use of voice intonation, pitch, rate, conveying the meaning intended by the writer, good posture, etc.
The teaching activities listed above were not in
tended to be all inclusive but rather representative of
the most important aspects of the Reading Program as
envisioned by McKee.
The third section of the questionnaire was devoted
to teacher opinions. The teachers were asked to give
their opinions as to whether or not they felt they had
done an adequate job of teaching reading and the recom
mendations they would make to insure better college prepara
tion for teachers of reading.
A copy of the questionnaire is included in the
appendix.
ANALYSIS OF PROFESSIONAL PREPARATION
To fully understand the feelings of inadequacy and
need that have been expressed by these beginning teachers
of reading it is necessary to inspect their background of
experience. For this reason the first section of the
questionnaire was designed. A compilation of this section
16
has resulted in Tables I, II, and III.
Table I, page 17, indicates that of the seventy-two
teachers involved in the study and teaching at the inter
mediate grade level fifty-eight (eighty-one per cent) did
their student teaching in the intermediate grades. The
remaining nineteen per cent did their student teaching at
one of the other two levels, secondary or primary, with
one person doing student teaching on both secondary and
primary levels.
Table I also indicates that these intermediate grade
teachers chose the major-minor fields of specialization in
almost two out of three cases. Of those teachers who did
their student teaching in the intermediate grades exclus
ively, indicating that they were preparing specifically
for teaching at this level, slightly more than one half
(fifty-nine per cent) selected the major-minor field com
bination. Of the teachers who did some or all of their
student teaching at the intermediate grade level thirty
five of the fifty-eight (sixty per cent) selected the
major-minor field of specialization.
Table I also points out that eighty-six per cent of
these beginning intermediate grade teachers held Provi
sional General Certificates in their initial year of
teaching. The data also suggests that of these teachers
that hold Provisional Certificates sixty-three per cent
TABLE I
ANALYSIS OF PRO:FESSIONAL PREPARATION AND CERI'IFICATION OF FIBST YEAR INTERMEDIATE
Student Teaching Assigment
Intermediate Level
Secondaey Level
GRADE TEACHERS
MajorMinor
JO
9
Secondary-Intermediate Level 5
Primacy Level l
Secorrlaey-Primary Level l
Totals 46
Prorlsional Certificate 39
Emergeney- Certificate 7
Minors (three
or more)
3
0
0
0
3
Totals
53
12
5
l
1
72
10
17
preferred the major-minor field of specialization to the
three minor field.
In summarizing Table I it can be said that most of
the participating teachers did their student teaching on
18
the intermediate grade level; nineteen per cent did not.
Those teachers that prepared specifically for teaching in
the intermediate grades by doing their student teaching on
this level preferred the major-minor field of specialization
to the three minor field by a ratio of almost two to one.
It can also be said of these first-year teachers that
eighty-six per cent have a four year college education with
a Provisional General Certificate.
Table II, page 19, gives an indication of the fre
quency with which Professionalized Subjects was selected
as a minor field. Slightly less than one half of the par
ticipating teachers selected Professionalized Subjects as
a minor field and of that number almost twice as many were
reported in the three minor field of specialization as in
the major-minor field. It is further indicated that of
the teachers who did all of their student teaching in the
intermediate grades (fifty-three), more than one out of
two (fifty-five per cent) had taken a Professionalized
Subjects minor. Table II also reveals that eighty-seven
per cent of the teachers who had done their student teaching
TABLE II
A OOMPARISON OF THE FREQUENCY OF SEIECTION OF A PROFE&>lONALlZED SUBJEG'IS MINOR
BY TEACHING SPEClAL.t.ZATlO!'ti
Areas of Specialization
Student Teaching Major-Minor Minors (three or more) Assigment
Professionalized Subjects
i Professionalized Subjects
Yes No Yes No ~
Intermediate level • • • • • • • • • 9 21 30 20 3
Secondary Leval. • • • • • • • • •• 1 8 9 1 2
Secondary-Intermediate Level • • • • 2 3 5 0 0
Pr1mary Level. • • • • • • • • • • • 0 l 1 0 0
Secondar,r-Primary Level ••••••• 0 1 1 0 0
Totals 12 34 46 21 5
OJ
'aJ 1) ~
23
3
0
0
0
26
!O
20
at the intermediate grade level and had selected three
minors specified Professionalized Subjects as one of
their minors. On the other hand, those who chose the
Teaching location of information that is perti.nent to the problem •••••••••• 1 6 ll 0 0 4 14 0 3 5 18 0 l 2 4 0 0 l 2 0
Teaching evaluation of pertinent information according to its validity and J.mportance •• 2 1.3 3 0 l 8 9 0 2 14 10 0 0 4 3 0 0 3 0 0
Teaching the organizat1on of important and valid information. • • • • • • • • • • • • • 3 12 3 0 2 7 9 0 3 13 10 0 1 5 1 0 0 2 l 0
Directing pupils to decide what parts of important and valid information should be retained and securing its retention. • • • • 4 8 6 0 0 4 14 0 4 10 12 0 l 3 3 0 0 l 2 0
Children's Literature
Helping children build an interest in reading a 'Wide variety of choice materiel • • • • • 1 l 16 0 0 1 17 0 2 9 13 2 l 2 4 0 0 0 3 0
$electing the reading materials to be used at your grade level. • • • • • • • • • • • • 1 5 12 0 1 4 12 1 2 6 18 0 l 2 4 0 0 l 2 0
Relating the content of Children's Literature to other areas of reading. • • • • • • • •• l 9 8 0 0 9 9 0 3 l4 9 0 l 3 3 0 0 l 2 0
Oral Reading
Teaching the skills required in Oral Beading l 2 15 0 0 6 12 0 1 7 18 0 0 1 6 0 0 1 2 0
40
activities than by either of the other groups. A steady
rise in frequency of need is indicated in four of the
teaching activities when teachers take more reading
courses. A very small percentage of teachers indicate no
need in directing the various teaching activities.
Frequencies of need ranging from thirty-six to
ninety-two per cent in coping with the teaching activities
are indicated by teachers who have had two reading courses.
This group of teachers imply a higher frequency of need in
the Instructional Jobs than in any other area of the
reading program. Teachers who have had one reading course
state a frequency of need ranging from seventy-eight to
ninety-four per cent in conducting nine of the suggested
teaching activities. Those teachers who have had no
courses in reading profess frequencies of need ranging from
seventy-eight to eighty-nine per cent in handling three of
the recorded activities.
Table VI, page 43, has been assembled to determine
the relationship that exists between the number of reading
courses taken and the degree of preparation expressed by
these first-year intermediate grade teachers. The percen
tages indicated on Table VI are the result of combining
no preparation and little preparation as exhibited in
Table IV, pages 26, 27, and 28. As expressed earlier in
the study no preparation and little preparation will be
considered as inadequate preparation in discussing Table
VI and the accompanying figures.
41
An examination of Table VI reveals some significant
and contradictory evidence. A prevalent feeling of inade
quacy of preparation is expressed, on the whole, for all
of the teaching activities listed. This feeling of inade
quacy seems to persist even in those teachers who have had
up to three courses in reading method. (It should be re
emphasized that only seven of the participating teachers
had taken three courses in reading and an additional three
teachers had taken four or more courses in reading. The
validity of these two areas in 'Table VI is justifiably
questionable under the circumstances.) In handling the
teaching activities, feelings of inadequacy of preparation
ranging from fifty-five to one hundred per cent, with a
median of seventy-nine per cent, are expressed by first
year teachers who have not had a course of any kind in
reading. Teachers who have had one course in reading
indicate feelings of inadequacy of preparation ranging
from forty-five to one hundred per cent, with a median of
seventy-nine per cent, in dealing with the teacher activi
ties listed. Those teachers who have had two courses in
reading connote feelings of inadequacy of preparation
42
ranging from forty-three to ninety-two per cent in direct
ing the teacher activities. The median for this group is
sixty-eight per cent.
In nine of the seventeen teacher activities the
data indicates a gradual feeling of more adequacy of pre
paration as more reading courses are elected. However, in
four of the teaching activities, feelings of inadequacy of
preparation actually increase as more reading courses are
taken. An interesting observation in Table VI is that the
individuals who have taken one course in reading do not
follow any pattern that is recognizable. In two cases this
group indicates more adequacy of preparation than do those
people who have had two courses in reading; in two other
cases they indicate more inadequacy of preparation than do
the teachers who have not had a single course in reading.
This situation might arise as a result of the random
selection of the reading courses elected.
Figures 4, 5, and 6 on pages 45, 47, and 48 are here
introduced to further illustrate the data found in Table VI.
Figure 4 deals with the Instructional Jobs of the reading
program. In only five of the nine activities do expressions
of no preparation decrease. However, teachers imply a
gradual increase in adequacy of preparation as more read
ing courses are elected. In the teaching activity
TABIE 6
DEGREE OF INADEQUACY FELT BY FI.li.b'T YEAR I.N'IERMEDIA'l'E GRADE TE!CHERS, lN TEACHING READING, l:lASED ON COLLEGE PREPARATION
Number of Teachers Involved
18 18 7 3
The Heading Program Number of Reading Courses Taken
0 1 2 3 4 or more
Percent Experiencing Inadequacy
INSTRUCTIONAL JOBS
Introducing selections; stimulating pupils to think using various techniques • • • • • • • • • • • • • • • • • • •
Discussing ideas read; helping pupils to analyze and interpret their thoughts • • • • • • • • • • • • • •••
Making use or ideas gained; activities to be considered in making use of ideas gained • • • • • • • • • • • • • • •
Providing training in reading for various purposes • • • •
Establishing pupil independence in identifying strange printed words ••••••••••••••••••••••
Improving reading through various school subjects ••• • •
Developing pupil independence in coping with word meaning difficulties • • • • • • • • • • • • • • • • • • ••••
Locating and removing pupil's reading deficiencies ••••
lJ. Additional training after the first year of teaching in the field • • • • • • • • • • • • • • • • • • • • • • • • 1
14. A course that includes work on secondary and elementary levels. • • . • • • • • • • • . • . . . . . • . • • . • • 1
15. More emphasis on reading during student teaching. • • • • • 1
Other Suggestions
1. Advisors should give better direction • • • • • • • • • • • 1
2. Teachers should not hire out except in level of preparation • • • • • • • • • • • • • • • • • • • • • • • l
58
in the study are not sure of whether or not they did an
adequate job of teaching reading in their initial teaching
experience. Only thirty-two per cent of the participating
teachers felt they had done an adequate job in teaching
reading; of these, seventeen per cent had not taken any
courses in reading.
Teachers taking part in the study also indicated by
check marks general suggestions for improving the present
teacher education program. Some of the more strongly rec
ommended suggestions were placing much emphasis .Q!! how
reading should be taught, practical demonstrations of
reading technigues which may be used in regular classroom
situations, and the requiring of ~ course in the teaching
.2f reading for all elementary teachers. These teachers
also indicated by their write-in comments such things as
more actual teaching experience, a course in remedial
reading, more training in grouping, more training in
phonics and how to select, give, and use standardized
tests in reading. The teachers participating in the study
imply that what they want in their reading courses is
practical knowledge and more practice in applying this
knowledge to real situations.
CHAPTER IV
SUMMARY AND CONCLUSIONS
The summary and conclusions contained in this
chapter are a result of the compilation of data obtained
from first-year intermediate grade teachers of reading
who did their initial teaching during the school years
1955-56 and 1956-57. Eighty-nine teachers were contacted.
(This number represents nearly all of the beginning inter
mediate grade teachers of 1955-56 and 1956-57 from Central
Washington College of Education.) Seventy-two teachers
have participated in the study, a return of 81.8 per cent.
The data that have been supplied by these first
year intermediate grade teachers and obtained from the
tables and figures included in Chapter III lend themselves
to four natural generalized statements of summary.
(1) Many of the teachers in the research group are
not fully prepared to teach at the intermediate grade level.
In support of this statement it might be said that one out
of five of these teachers did not do their student teaching
at the intermediate grade level, one out of three had not
taken an intermediate curriculum and methods course, and
only one out of two teachers had specifically prepared to
teach at the intermediate grade level.
89341
60
(2) Many of these beginning teachers of reading are
not fully prepared to teach reading at the intermediate
grade level. Evidence supporting this statement is the
fact that one out of four teachers had not taken a course
of any kind in reading method, the average number of cour
ses taken by the entire group was only one and five-tenths
courses per person, and the feelings of frequent need and
inadequate preparation were not appreciably altered by
taking more reading courses.
(3) A majority of the teachers participating in the
study felt somewhat inadequate in teaching reading at the
intermediate grade level. The fact that a majority of the
teachers indicate a feeling of frequent need in dealing
with the teacher activities, that most of the teachers
express a feeling of inadequate preparation for handling
the teacher activities, and that only one teacher in three
felt adequate in teaching reading in their initial teaching
experience are evidence in support of the original statement.
(4) These first-year intermediate grade teachers
would like to see the present teaching program at Central
Yashington College of Education changed to a program that
includes a more practical training in method, skills, and
techniques to be used in teaching reading. They suggest
more training in what to teach in reading and how to teach
61
it, more demonstrations and reading techniques that may be
used in regular classroom situations, a course in reading
to be required of all elementary teachers, more training
in grouping and phonics, more contact with reading texts,
and how to select, give, and use standardized reading
tests •.
The limitations of this study are mainly of two
kinds. First, the sample of intermediate grade teachers,
although complete for two years, is somewhat limited. (A
study involving more graduate classes would have given more
conclusive data.) Secondly, the very nature of a question
naire presents inherent limitations such as: limited
coverage of subject due to restricted length, faulty
communication of meaning, and inadequate interpretation
of statements and questions. These, then, are details to
consider in interpreting the data contained in this study,
its summary, and the following conclusions.
One conclusion that can be drawn from the data is
that many teachers are teaching at the intermediate grade
level who should not be teaching there. Certain skills,
techniques, and abilities are necessary for doing an ade
quate job of teaching at any particular grade level and
these can only be acquired in a very few ways. Curriculum
and method courses, student teaching, and specific subject
62
courses are the only avenues for preparation open to a col
lege student and these lose their value if not related to
the future level of teaching. It is quite apparent from
an analysis of the data that many of the participating
teachers had not prepared for teaching on the intermediate
grade level and for this reason are experiencing a good
deal' of difficulty in coping with their reading programs.
If allowed to continue the present situation in which
teachers are hired to teach at any grade level from kinder
garten to senior high school upon graduation from college
presents the teacher training institutions with the res
ponsibility for meeting the needs and for supplying the
knowledge and accompanying skills that will enable them to
adequately handle any teaching position to which they may
be assigned.
Another conclusion that can be drawn from the data
is that these intermediate grade teachers, as a group,
feel highly inadequate in teaching reading regardless of
the nature of their preparation. That this feeling is
prevalent is to some degree understandable when it is
noted that one-fourth of the group had taken only one course
in reading, and that the average number of courses taken
by all of the teachers was only one and five-tenths reading
courses per person. That pronounced feelings of need and
63
inadequacy of preparation are indicated by the majority
of the teachers polled seems only to substantiate the
former conclusion. Of further significance is the sug
gestion implied by the data that the feelings of need and
inadequacy of preparation do not appreciably decrease by
taking more courses in reading. It is reasonable to
assume that one-half of these teachers would have some
difficulty in teaching reading when it is realized that
one-fourth of them had not taken a single course in read
ing and another one-fourth of them had taken only one
course in reading but when teachers who have taken more
than one course in reading indicate no appreciable change
in feelings of need and inadequacy of preparation then
something must be wrong. In view of the above facts it
would seem that these intermediate grade teachers are not
receiving the kind of instruction necessary to meet their
classroom needs in the teaching of reading. If these
teachers are to do an adequate job in teaching reading it
is essential that they receive the right kind and amount
of preparation. It is incumbent on the teacher training
institutions to provide this instruction.
A third and the final conclusion of this study in
volves the nature of the improvement in the college program
for training teachers in the field of reading. Participating
64
teachers express the desire to see a more practical empha
sis put on the entire reading methods program. They want
to take reading instruction out of the realm of theory
and replace it with the more concrete. They want to know
what they will need to teach in their classrooms and the
techniques they can use. To this end they suggest among
others, more training in what to teach and how to teach it,
more training in grouping and phonics, more help in the
selection and use of texts and standardized reading tests,
more demonstrations and observations, more actual teaching,
and a course in reading to be required of all elementary
teachers. It is very apparent that these teachers are
well aware of their inadequacies and are earnestly trying
to aid in the preparation of future teachers.
Under the existing General Certificate Program it
is possible and quite often happens, as shown in this study,
that teachers are hired to teach at levels or in areas for
which they have little or no preparation. Existing re
search by the placement office has shown that from fifteen
to twenty per cent of the teachers from Central Washington
College of Education are placed each year in positions for
which they are not prepared. This, of course, is an unfor
tunate situation that results in ineffectual teaching and
a poor quality of education for the children in the
65
Washington State public schools.
As long as the existing General Certificate Program
is in effect, it is the duty and responsibility of the
teacher training institutions to provide the best education
possible to its teachers in preparing them to meet any
teaching situation for which they may be hired.
BIBLIOGRAPHY
BIBLIOGRAPHY
A. BOOKS
Flesch, Rudolph. Why Johnny Can't~· New York: Harper and Brothers, 1955.
Gates, Arthur I. The Improvement of Reading. New York: The Macmillan Company, 1947.
Harris, Albert J. How to Increase Readin! Ability. York: Longmans,crreen and Company, 19 7.
New
Huggett, Albert J., and T. M. Stinnett. Professional Problems of Teachers. New York: The Macmillan Company, 195b.
Knipp, Helen B. 11 Causes of Retardation Attributable to Faulty Basal Reading Instruction," ! Report of~ Ninth Annual Conference .2!! Readin~, University of Pittsburg. Pittsburg, Pennsylvania: University of Pittsburg Press, 1953.
McKee, Paul. ~ Teaching of Reading in the Elementary School. New York: Houghton Mifflin Company, 1948.
Monroe, Walter S. Encyclopedia of Educational Research. New York: The Macmillan Company, 1950.
Tinker, Miles A. Teaching Elementar~ Reading. Appleton-Century Crofts, Inc., 19 2.
New York:
B. PERIODICALS
Dallman, Martha. "Is the Pre-Service Preparation in Reading of Intermediate-Grade Teachers Adequate?" Elemen~ School Journal, IVL (September, 1943, June, 1944).
Hester, Kathleen B. 11 Classroom Problems in the Teaching of Reading," Elementary School Journal, LIV (September, 1953, May, 1954).
Smith, Nila B. "What Shall We Do About Reading Today?" Elementary English Review, February, 1943.
APPENDIX
Dear
Box 19 Central Washington College of Education
Ellensburg, Washington January 13, 1958
69
The material. you have in your hand is a questionnaire. As a Master's Degree candidate, I am attempting to analyze the needs of Intermediate Grade Teachers in the field of Reading and I need your help.
Having taught the fifth grade, I fully realize the demands on your time and will therefore take as little of it as possible.
The topic of this study was selected because of the interest in it tha.t has been shown by fellow teachers and a sincere desire on the part of the Education Division of Central Washington College to meet the needs of future teachers.
The purpose of this study is to determine the needs of beginning teachers in reading at the Intermediate Grade level. The task is two-fold, to find out i:f beginning teachers know what reading skills should be taught and to find out if' they know the techniques necessary to teach them.
Your careful. consideration of this questionnaire and its questions might conceivably have an effect on the courses in reading which are offered to prospective teachers at this college. The return of this questionnaire by the twenty-seventh of January will be of considerable help in the tabulation and final analysis.
The enclosed stamped envelope is for your convenience. '!"hank you for your cooJ)E!ration.
Sincerely yours,
Victor R. Bolon
VB:me
-1-
QtESTIONNAIRE TO FIRST-YEAB IN'IERMEDIA'IE TEACHERS
FOREWORD:
The questions included herein are of great importance to all intermediate grade teachers. I am assuming that you will remember your experience as a be .. ginning teacher quite vividly and that you will want to advance your opinions and answers with the assurance of complete anonymity that is guaranteed by the author.
Please answer the following questions directly or by putting a check mat-k in the proper blank.
GENERAL BACKGROUND:
M;y initial experience in teaching was a.t the intermediate level:? ____yes, or_no (If your answer is no, please disregard the rest of the questionnaire and return it in the enclosed envelope; thank you.)
Type of certificate held with first teaching experience? Provisional, or _Emergency -
On what level l!iid you do your student teaching? Secondary, Intermediate, or _Primary - -
What were your major and minor fields? Major , Minor Minors (3) , ' ------
List other reading courses you have had. l. 2. 3. 4.
Teaching Procedures in the language Arts (Ed. 420) The Modern Reading Program, Primary (Ed. 421) -The Modern Ree.ding Program, Intenood1ate {Ed. ~ Reading Problems in the Secondary School {Ed. 423}Developmental Reading in Content Fields (Ed. 424) -Studies and Problems in Reading (Ed. 426) _ -
According to Paul McKee, a foremost authority in the field of Reading, the Rea.ding Program for the Intermediate Grad.es can be divided into four major areas, those areas being the Instructional Jobs, the Study Jobs, Children's Literature, and Oral Reading. The examples included in the following questions are not intended to be all-inclusive but rather representative of each area.
In answering each question I am assuming your answers will be carefully analyzed and based upon consideration of ~ouz.: collef3!: e~riences ~ their resultant effect ~ lour classroom teaching ~ eadin~.
Place check marks in the chart below to most closely indicate your feelings about each question using the following proposed criteria as a guide.
Chart I - - Frequency of need in teaching the reading skills?
Chart ll -- Amount of college preparation received in techniques of teaching reading.
I. INSTRlXTIONAL JOBS:
What was the extent of your needs and preparation
Chart I Needs
~ 0 0 0
i 1~ \
Chart II Preparations
~ ~ ~ a>
~ (\)
in ...•...•.. ~
\ ~ \ ~
A. Teaching selections in the reader:
l. Introducing the selectionj stimulating pupils to think using pictures, comments, questions, identifying strange words, giving purpose for reading the lesson?
2. Discussing ideas read; helping pupils to analyze and interpret their thoughts?
3. Making use of ideas gained; activities to be considered in making further use of ideas gained?
B. Providing training in reading for various purposes; includes reading for general import, details, critical analysis, etc.?
C. Establishing pupil independence in identifying strange printed words; includes the teaching of phonetic analysis, structural analysis, verba 1 context, dictionary, etc.?
D. Improving reading through various school subject includes injection of reading skills into the study of subject matter content?
E. Developing pupil independence in coping with word meaning difficulties; includes using context clues and punctuation marks as indica· tors of meaning; use of figures of speech; words and phrases which may have several meanings?
F. locating and removing pupil's reading deficiencies; includes analysis of word recognition skills, independent word identification, and other specific skills involved in oral and silent reading?
s;
1 2 3 1 2 3
-j ..
G. Measuring pupil achievement includes selecting and using standardized teste,teacher-made tests, observation of individual abilities during readi
II. STUDY JOBS:
What was the extent of your needs and preparation in ........... .
A. Teaching location of information that is pertinent to the problem; includes uses of parts of ordinary books (index, table of contents, glossary, etc.), special aids and sources, selection of pertinent information?
B. Teaching evaluation of pertinent information ace ding to its validity and importance to the probl1 in mind; differences between fact and opinion, etc.?
C. Teaching the organization of important and valid information according to the purpose in mind; includes outlining of topics, sub-topics, details, and how to take notes?
D. Directing pupils to decide what parts of importan and valid information should be retained and securing the retention of that information?
III. CHIIDREN'S LI'!ERATURE:
What was the extent of your needs and preparation in ..•.......
A. Helping children to build an interest in reading a Wide variety of choice material· and developing a taste for it?
B. Selecting the reading materials to be used at your grade level?
C. Relating the content of Children's Literature to other areas of reading?
IV. ORAL READING:
What was the extent of your needs and preparation in •••••.•....
A. Teaching the skills required in Oral Readi:ag; includes use of voice intonation, pitch, rate, conveying the meaning intended by the writer, good posture, etc.?
Neea.5 Preparations
• ~\ ~ "e ,,. % (ii ..
\; I \~ ~
.I
1 2 3 1 2 3
.
i I l
-4-
After careful consideration of the above questions would you say that you had done an adequate job of teaching reading at the intermediate level? yes, _no, or _not sure -
What would you recommend be done to meet these needs so that future beginning teachers are not faced with similar problems? Check below the answer or answers that you feel most closely approximate your ideas.
__ Much emphasis on how reading should be taught. (techniques employed)
__ Much emphasis on~ should be taught in reading. (curriculum content)
A course in the teaching of reading should be required of all elementary --teachers.
Practical demonstrations of reading techniques which may be used in regular ~---classroom situations.
Observations in actual classroom situations. (visitations) --Observations of actual classroom situations by television.
~---
Additional student teaching with reading groups. --Other ideas, state them-
Place a check mark in the blank if you would like a surmnary upon completion --of the study.