Reading instructional practices of new york state home economics teachers

Rosalie D. Travers, Judith Gilbride

Research output: Contribution to journalArticle

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 - Jan 1 1997

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home economics
teacher
clothing
nutrition
food
entrepreneurship
random sample
school
vocabulary
career
classroom
interpretation

ASJC Scopus subject areas

  • Cultural Studies
  • Sociology and Political Science

Cite this

Reading instructional practices of new york state home economics teachers. / Travers, Rosalie D.; Gilbride, Judith.

In: Family and Consumer Sciences Research Journal, Vol. 25, No. 3, 01.01.1997, p. 316-333.

Research output: Contribution to journalArticle

Travers, Rosalie D. ; Gilbride, Judith. / Reading instructional practices of new york state home economics teachers. In: Family and Consumer Sciences Research Journal. 1997 ; Vol. 25, No. 3. pp. 316-333.
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