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Reading Instructional Practices of New York State Home Economics Teachers
Author(s) -
Travers Rosalie D.,
Gilbride Judith A.
Publication year - 1997
Publication title -
family and consumer sciences research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.372
H-Index - 31
eISSN - 1552-3934
pISSN - 1077-727X
DOI - 10.1177/1077727x970253005
Subject(s) - reading (process) , clothing , vocabulary , point (geometry) , mathematics education , psychology , family and consumer science , healthy food , point of sale , scale (ratio) , state (computer science) , pedagogy , medical education , medicine , computer science , food science , political science , mathematics , geography , linguistics , cartography , philosophy , chemistry , geometry , law , algorithm , world wide web
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).