Author Credentials

Sister Mary Elizabeth Voss, B.V.M.

Date of Award


Document Type


Superseded Degree Name

Master of Arts in Education (Reading Specialist)

Colleges & School

Cardinal Stritch College

Degree Granted By

Cardinal Stritch College

First Advisor

Sister Julitta Fisch, O.S.F.

Library of Congress Subject Heading

Effective teaching; Reading teachers--Training of--United States


The purpose of this study was to determine the effectiveness of pre-service courses in the teaching of reading. The researcher sought through questionnaire to discover which aspects of the undergraduate course in the teaching of reading actually proved most beneficial to the beginning teacher. The study had as its specific objectives to determine: 1. Which specific skills areas and organizational techniques did the new teacher find most helpful in her actual teaching of reading? 2. Which organization and presentation methods used by the college instructor seemed most efficacious? 3. Are the needs expressed by respondents influenced by the grade level being taught? The population included in the study consisted of teachers who began their teaching career in the period between September 1965 and September 1966 in six midwestern cities. Both Catholic and public schools in three large and three medium sized cities were contacted. Preliminary investigation included a review of related literature and research in three areas: (1) goals and principles of reading instruction, (2) philosophy of education, (3) pre-service college courses in the teaching of reading. Criticism has been leveled at the schools for not fostering maximum achievement in reading. The possible implication that reading is not well taught could be followed a step further; perhaps some teacher preparation pro­grams are not adequately equipping teachers in the area of reading. This is our present concern. It is the hope of the writer, and a host of concerned educators, that the preparation of future teachers of reading can continually improve and thereby achieve the final goal: improved readers in our schools. This study supplements the knowledge and back­ground of college personnel with the opinions and findings of those presently attempting to put into practice what they have learned from a college course in the teaching of reading. The findings should provide one more guide for the formulation of a sound and beneficial undergraduate course for preparing teachers in this important area.


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