A Study of Reading in Indiana Middle, Junior, and Senior High Schools. Occasional Paper No. 4.Reportar como inadecuado

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A study examined the status of reading in Indiana's public schools. Questionnaires were returned by 460 of the state's 615 public middle, junior, and senior high schools. Results indicated that: (1) new book acquisitions in Indiana's school library media center book collections were only about one-fourth of the recommended number needed to keep collections current; (2) teachers spent less than four hours per year in staff development activities related to reading; (3) much of the time spent by certified media specialists (in those 95% of schools which had such a specialist) was spent on other than library-related duties; (4) almost one out of five students was not enrolled in a class where reading was emphasized during the 1991 school year; (5) 38% of the students whose reading ability fell two or more grade levels below their actual placement were not provided any special assistance; (6) the majority of schools surveyed estimated that 30% or fewer of their students used the nearest public library; (7) most of the schools provided neither programs to encourage teachers to share and discuss books nor programs that allow them to stress the value of reading books; and (8) few schools helped parents encourage their children to read. Findings suggest that Indiana's middle, junior, and senior high schools do not place a high priority on reading. (Twenty-three tables of data are included; a statement of seven policy issues and related recommendations, 56 references, and the questionnaire are attached.) (RS)

Descriptors: Intermediate Grades, Library Collection Development, Library Role, Middle Schools, Public Schools, Reading Habits, Reading Materials, Reading Programs, Reading Research, Reading Teachers, School Surveys, Secondary Education, Staff Development, State Surveys

Autor: Humphrey, Jack W.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9069&id=ED344205

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