In this qualitative study of the relationship of a Chapter One classroom to a regular classroom, the effects of curriculum coordination and teacher communication on the student are examined. Two students who are part of a pull. out supplemental reading program are followed as they learn the mechanics of reading. The lack of emphasis on meaning, context, and comprehension are found to have profound' effects on student self-perception and reading ability. The problems of the classroom teacher and the reading specialist are examined with respect to professional standing, curriculum control, and job satisfaction.
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