A COMPARISON OF READING COMPREHENSION SKILLS TAUGHT IN FIVE ELEMENTARY 
SCHOOL READING SERIES AND TEACHER PREPARATION TO TEACH READING: 
IMPLICATIONS FOR PROGRAM PLANNERS FOR THE HEARING IMPAIRED 
by 
James Leland Clack 
JI ( 
Dissertation submitted to the Faculty of the Graduate 
School of the University of Maryland in partial 
fullfillment of the requirements for the 
degree of Educational Doctoral 
1983 
coe,.~ , 
''__) 
APPROVAL SHEET 
Title of Dissertation: A COl'1PARISON OF COMPREHENSION SKILLS 
TAUGHT IN FIVE ELEMENTARY SCHOOL READING SERIES 
AND TEACHER PREPARATION TO TEACH READING: 
IMPLICATIONS FOR PROGR.Afvl PLANNERS FOR THE 
HEARING Il'1PAIRED 
Name of Candidate: James Leland Clack 
Doctor of Education, 1983 
(c_:;; - ) ~, 
Dissertation Approved: ( &- , r'-r ~ CJ-L .--<.-___) '--
John E. Splaine, td.D. 
Associate Professor 
Department of Education Policy, 
Planning and Administration 
Date Approved :_______,)~J--/L--l/--------j-'-"-_?--r/-2_1_?~ ~-?? _ 
I I 
ABSTRACT 
A COMPARISON OF READING COMPREHENSION SKILLS TAUGHT IN FIVE ELEMENTARY 
SCHOOL READING SERIES AND TEACHER PREPARATION TO TEACH READING: 
IMPLICATIONS FOR PROGRAM PLANNERS FOR THE HEARING IMPAIRED 
James Leland Clack, Doctor of Education, 1983 
Dissertation Directed by: John E. Splaine, Ed.D. 
Associate Professor 
Department of Education Policy, 
Planning and Administration 
This researcher has studied the problems that teachers and program 
planners have in selecting basic, supplementary and remedial reading 
comprehension materials for hearing impaired students from commercially 
produced materials. 
The first phase was a systematic analysis of the teacher's manuals 
of five current editions of K- 6 reading series used in regular public 
schools and residential schools and classes for the deaf. The reading 
comprehension objectives in each series were compiled and classified 
into twelve categories using Bloom's Cognitive Development Levels. The 
objectives were analyzed and compared relative to scope, format and 
timing. Tables and charts were used to organize the objectives in each 
category from all five series. 
The second phase was the teacher interviews. Two groups of five 
teachers each were selected to be interviewed based on availability. 
The first group was five elementary school teachers with hearing impaired 
students in their classes. The second group was five residential school 
for the deaf teachers. Each interview was conducted and completed at 
the respective teacher's school. They were asked to describe their 
training to teach reading, procedures and criteria used to select r e ading 
materials and concepts of transformational grammar. A questionnaire was 
developed and used to conduct the interviews. The data was categor i zed 
and the responses were studied for significance. 
The textbook analysis revealed significant variations in scope, 
format and timing of their objective statements. Only one series 
clearly differentiated its mastery levels. 
The public school teachers had an average of 16.2 credit hours 
training to teach reading while the residential school teachers had an 
average of 7.2 credit hours. Neither group had more than a minimum 
introduction to cognitive and child development theories. Only one 
public and one residential teacher had significant training in transfor -
mational grammar. The public school teachers had little knowledge of 
the educational needs of the hearing impaired . 
Using the results of this project, an inservice program was 
described including cognitive and child development theories, transfor-
mational grammar and educational technology skills to help teachers 
improve their ability to apply criterion-reference objectives to select 
instructional materials for hearing impaired children. 
TABLE OF CONTENTS 
LIST OF FIGURES .......?....?...... ? ? ? ? ? ? ? ? ............?....?...... iv 
LIST OF TABLES .................... ? ? ? ? ? ? ? ? ? ? ....?................? V 
CHAPTER I. INTRODUCTION ........ ???? ? ? ? ? ? ? ? ....?...........?..... 1 
Statement of Problem 1 
Need for Study 1 
6 
Purpose of Study 
Theoretical Background 8 
12 
Assumptions 
13 
Design of Study 15 
Definitions 16 
Limitations 17 
Signifiance 
CHAPTER II. REVIEW OF LITERATURE ..............................?. 
20 
21 
Linguistics and Reading 
Teacher Preparation for Teaching Reading 
to Hearing Impaired Children 23 
26 
Degrees of Hearing Loss 
27 
Types of Hearing Loss 
28 
Age of Onset 29 
Etiology 
Mainstreaming Hearing Impaired 29 
Cognitive and Child Development Theories 31 
Conclusions to Literature Review 35 
CHAPTER III. DESIGN AND PROCEDURES.? ? ? ? ? ? ? ? .....?.......?....... 
37 
Textbook Analysis of Reading Comprehension Skills 37 
Categories Used to Classify and Organize 
Reading Comprehension Skills 40 
Interview Questionnaire 42 
CHAPTER IV. FINDINGS AND RESULTS . ????????? ..................... . 
49 
Reading Comprehension Skills 49 
Interview Questionnaire 55 
ii 
--
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ...?..........?...... 66 
Reading Comprehension Skills Analysis 67 
Interview Information 70 
Summary 78 
Recommendations for Inservice Training 80 
Future Research 92 
APPENDIX A. SUMMARY OF THE ANALYSIS OF THE FIVE 
READING TEXTBOOK SERIES ......................... . 94 
APPENDIX B. INTERVIEW QUESTIONNAIRE ... ? .?. . ........ ? ?.......... 115 
BIBLIOGRAPHY ....?......?....... ????????????????????????.........? 122 
iii 
-
LIST OF FIGURES 
Figure Page 
1. Reading Comprehension Scores National Distribution 
for Hearing Impaired Students 25 
2. Where Do Hearing Impaired Children Go To School? 32 
3. Distribution of Hearing Loss by Type of Program 32 
4. Triangle Represents a Cone Going Through the Space 
of Communication 82 
5. Conceptual Language Development Schema Us ing 
Transformational Grammar that Illustrates the 
Relationship Between the Three Modes of 
Communication .......... . 83 
I 
JI 
6. Conceptual Schema to Illustrate the Development of j; 
the Reading Skills Using a Controlled Introduction 
of the Reading Skills and Transformational Grammar 85 ,, 
,1? 
iv 
LIST OF TAflLES 
Table Page 
1. Comparison of Authors of th e Five Re ading Series 
Definitions of Re ading Compr e hens i.. on. ? ??? 50 
2. Comparison of the Major Ca t egor Les Used to Develop 
Each Reading Series . ? .... 52 
3. Comparison of the Numb er of Reading C:omprehension 
Objective Statements Us ed in Each Series to 
Define the Twe lve Skil l s Areas Obt ained from the 
Analysis of the Five Readin g Series .. 53 
4 . Part I. Sample of the Type of Objective Statements 
Used in Each Re ading Serie s to De scribe the Skills 
and Concepts to b e Mastered 
Part II. Illus tr a tion of th e Variince in the 
Sequence or Timing of the Introduction of the 
Skills and Concepts in the Five SGries 
Part III. Illus tration of t h e Mas tery Levels Used 
in the Sc ott-Foresman Bas ic Rc(l:l_i~ ies to 
Describe Each Skil l or Con cept . ? ? . . . . ? . ? 54 
5. Educationa l Background of Teach ers 56 
6. Formal and Informa l Training to Tc,-1 ::.h Reading 59 
V 
CHAPTER ONE 
Introduction 
Statement of Problem 
The problem studied was the process of reviewing, selecting, 
designing, and modifying reading comprehension instructional materials 
for hearing impaired students to supplement basal textbooks designed 
for hearing students. 
Need for the Study 
Every day the educational process presents new and challenging 
problems for all personnel levels in regular and special education. One 
problem that faces most elementary and secondary school teachers, and 
especially teachers of hearing impaired students, is selecting instruc-
tional materials to supplement the basic textbooks. One difficulty is 
finding materials that meet the needs of individual learners relative to 
their functional language and conceptual development in a familiar 
context. 1 
The problem that teachers of hearing impaired students face is ex-
tremely complex. In addition to the factors that must be considered for 
hearing students, they must also provide for many other variables. First, 
educators must provide suitable materials for students with various 
degrees of hearing impairment. The three basic classifications are: 
lFrancis Kay Marshman, "A Descriptive Study of Reading Instruction 
for the Deaf in Residential and Public Schools in the United States, " 
(Dissertation, Univ. of Georgia, 1974), DAH 75-02620. 
1 
2 
mildly impaired, severely impaired, and profoundly impaired. Each group 
of students requires different educational programming considerations. 
For example, students with a mild hearing loss may only require special 
seating, the use of a hearing aid, and perhaps tutoring to maintain 
regular class placement. On the other hand, severely and profoundly 
impaired students generally require more extensive program modifications. 
These students require special language and reading programs at the 
beginning stages of their schooling. They usually require special classes 
throughout their formal elementary and post-elementary educational 
experiences.1,2 
In addition to the degree of hearing loss, a number of other 
factors must be considered by teachers as they make individual placement 
decisions. Some of these factors are: the student's lip-reading ability, 
tYPe of hearing loss, age at which the hearing loss occurred, and 
intelligence. However, because the degree of hearing loss is highly 
correlated to the student's reading ability, that factor is the major 
one that teachers are guided by in making broad program planning deci-
sions for the students. 3 
The problem of reviewing, selecting, designing, and developing 
reading instructional materials for hearing impaired students is 
1Hallowell Davis and S. Richard Silverman, ed. Hearing and Deafness, 
(New York, NY: Holt, Rinehart and Winston, 1970). 
2stephen P. Quigley and Robert E. Kretschmer, The Education of Deaf 
.9.l_ildren: Issues, Theory and Practice, (Baltimore, MD: University Park 
Press, 1982). 
3Ibid., 84. 
3 
complicated because basal readers are designed for hearing children.I 
The problem is further complicated because teachers of hearing impaired 
students have little formal training in teaching reading and have few 
skills in selecting basal readers for these students. 2 In addition, di-
rect comparison of basal readers is difficult because of the variation in 
scope and organization of reading skills included by authors of these 
textbooks. For example, teachers must be able to differentiate, evaluate, 
and separate the equivalent levels of reading comprehension tasks among 
various sources despite the lack of consistent terminology and sequence. 
The process of selecting regular, supplementary, and remedial 
instructional materials requires several steps for teachers. Each step 
can determine success or failure for a hearing impaired student who is 
below grade- level in reading skills. These steps include: 
1. Matching comprehension skills among various reading series and 
supplementary materials. 
2. Identifying materials with equivalent cognitive levels. 
3. Identifying the linguistic level used to compare and select 
instructional materials. 
4. Selecting appropriate content for the learner. 
One difficulty for program planners is that most materials are pro-
duced by commercial companies who prefer to produce materials for as large 
lcarol LaSasso "The Validity and Reliability of the Close Procedure 
as a Measure of Readability for Prelinguistic, Profoundly Deaf Students" 
~erican Annals of the Deaf, V. 125, N. 4, (August, 1979), 559-563. ' 
2Patricia R. Bockmiller and Joan D. Coley, "Teaching Reading to the 
Deaf: An Examination of Teacher Preparedness and Practice," American 
~als of the Deaf, V. 125, N. 7, (October, 1980), 909-915. 
4 
a market as possible rather than for the relatively "thin" special educa-
tion market. As a result, most materials available on the market serve 
either a broad population or a restricted population with large numbers 
such as the educable mentally handicapped. Thus, few materials designed 
specifically to meet the special needs of hearing impaired students can 
be found.1,2 
Another problem is that each textbook author approaches a topic or 
skill such as reading with different schemata, philosophies, and ideas 
relative to what each author determined to be the most essential skills 
or concepts. Also each author tends to combine concepts and skills in :.:u 
;,: I 
different ways. General goals but not specific skills or concepts may (,,1?: 
be identified. Because skills are not always clearly identified or 
taught specifically in textbooks, educators have difficulty extracting 
them for the purposes of identifying and comparing materials as they ,, 
plan specific strategies, such as improving reading comprehension.3,4 
A further problem when analyzing the content of reading instructional 
materials is that one cannot easily separate the language and cognitive 
f,' 
1J ' 
functions required for the development of reading comprehension skills. 
lquigley and Kretschmer, Education of the Deaf, 67. 
2carol Lasasso, " National Survey of Materials and Procedures Used 
to Teach Reading to Hearing Impaired Children," American Annals of the 
Deaf, V. 123, N. 1, (Jan., 78), 22-30. 
3Philip J. Connell, Joseph E. Spradlin and Leija V. McReynolds, 
"Some Suggested Criteria for the Evaluation of Language Programs," 
Journal of Speech and Hearing Disorders, V. 42, N. 4, (November, 77), 
563-567. 
4Maurice Miller and James F. Naas, " Perspectives on Research: 
Sailing to Windward, " (Unpublished: Selected to be published during 
1983 by Contemporary Education). 
5 
From the time that a hearing impaired child enters a formal educational 
program, the development of the encoding and decoding skills has direct 
effect on the individual's ability to comprehend higher functional levels 
of oral and printed messages. The continued development and expansion of 
the hearing impaired child's language skills at each functional level are 
prerequisite for the development of the reading comprehension skills.l 
The importance of selecting reading instructional materials cannot 
be overemphasized. Hearing impaired children typically enter a special 
or regular school with a limited functional vocabulary. In many cases, 
their vocabulary may be limited to a few words. In the cases where 
students have attended a preschool program, however, they are likely to 
enter school with an improved learning foundation in language experiences 
and vocabulary. Still, the oral language and comprehension skills which 
are necessary to use commercially produced materials must still be devel-
oped to some minimum functional level before the student can profit from 
basal readers. Sometimes the use of a regular reading program must be 
2 
delayed until the child reaches the age of nine or ten. In a few cases, 
a regular textbook may never be suitable, especially in the cases of 
multi-handicapped hearing impaired youngsters. In most instances,however, 
the basal reading programs developed for "average" students are inade-
quate and must be modified or supplemented before they can be effectively 
used to present reading instruction to hearing impaired students.3 
lBette B. Zilles "An Investigation of the Relationship Between Lan-
guage Performance and.Different Reading Strategies Used on Poor Readers" 
(dissertation, Ohio University, Athens, Ohio, 1978). ' 
2Quigley and Kretschmer, Education of the Deaf, 77-78. 
3w. Keith Russel\ Stephen P. Quigley,and Desmond J. Power, Linguistic 
6 
The need for additional assistance for teachers who teach hearing 
impaired students is critical. According to such educators as Layton, 
Schumucker and Holmes, educators of the deaf have failed to achieve the 
minimum goals of literacy for deaf children. A major cause of this 
failure, they pointed out, stems from the use of the same teaching 
materials and methods as are used with hearing children. Few reading 
materials have been adapted to the language capacity of deaf students. 
In most schools for the deaf, regular basal reading programs and other 
supplementary and remedial materials are used . 1 Clearly, instructors 
need additional information in order to make the modifications and to 
select materials so sorely needed. 
The Purpose of the Study 
The purpose of this study is to facilitate the tasks of teachers, 
supervisors, program planners and developers to select basic, supplemen-
tary and/ or remedial instructional materials in reading comprehension for 
hearing impaired children. The two areas studied are: 1) text analysis 
of five reading textbook series for their reading comprehension skills, 
and 2) teacher interviews of several teachers who work with hearing 
impaired students in regular elementary schools and residential school 
for the deaf for a summary of their skills and knowledge to teach reading 
to normal and hearing impaired children. 
~nd Deaf Children: Transformation Syntax and its Application, (}Jashington, 
D.c.: A. G. Bell, 19 76). 
lThomas L. Layton, Karla J. Schumucker and David W. Holmes, 
"Vocabulary and Syntactic Structures in Adapted 'CJ,a_s_sics ?' Readers for 
Deaf Children" American Annals of the Deaf, V. 124, N. 4, (August, 
l979, 433-443: 
7 
Analysis of Reading Textbooks. 
The main purpose of the reading textbook series analysis was to 
identify, define and organize the reading comprehension skills and 
concepts in chart form to compare and contrast the scope, sequence, 
quality, quantity, and emphasis of the different tasks according to the 
classifications listed and described later in this project. 
The textbook analysis was conducted in order to: 
a) identify and illustrate the differences among the definitions 
of reading comprehension in each of the five series selected; 
b) identify the scope of the objectives included in each series 11 11 
\ 
to define the skill s and concepts describing the reading comprehension 
skills; 
c) identify and illustrate statements of objectives used to 
define the skills and concepts to be mastered in each series; and 
d) illustrate the differences in sequence of the introduction 
of the skills and concepts among the five series particularly within and 
between grade levels. 
Teacher Interviews. 
The teacher interviews provide a description of the teachers' 
training and experience in selecting reading materials and teaching 
reading to normal and hearing impaired students. Five regular elementary 
school teachers with hearing impaired students integrated in their 
classes and five residential school for the deaf teachers were inter-
viewed. The questions studied were: 
a) What are the teachers ' attitudes toward having special 
education students in their classes, especially the hearing impaired? 
8 
b) How much formal and informal training to teach reading to 
regular and hearing impaired students do the teachers have? 
c) What method was used to select the reading program or series 
in their school or district? 
d) How are students, whether normal or hearing impaired, 
assigned to their current reading level and / or reading program in their 
school or district? 
e) What process or procedures would each teacher prefer to use 
to assign students to their school's reading program if they had a 
choice? 
f) What procedures are used to select remedial and / or supple-
mentary reading materials in their school district? Are these procedures 
defined, or were they free to select suitable materials? What type of 
criteria do they use when making their choice? 
g) How much formal and informal training in linguistics (trans-
1
1111? 
,11 I\, 
formational granunar) does each teacher have? 1111<' 
h) How much training and experience have the teachers had to 
coordinate linguistics and reading skills in the process of defining 
reading programs for normal or language delayed children, especially 
hearing impaired children? 
i) How much training and experience do the teachers have in 
Writing and applying performance or criterion stated objectives to define 
and select basic, remedial or supplementary instructional materials, 
especially reading comprehension materials? 
Theoretical Background 
There are many competing theories with respect to the best method 
9 
of teaching children to read. The most common philosophies us e d to 
design and develop strategies for teaching reading as described by 
Zintzl are described in the following paragraphs. The philosophies, 
reviewed in this project, are basal readers, language experience, 
individual and linguistic approaches to teaching reading. 
Basal readers series have a controlled vocabulary with built-in 
review and maintenance experiences. This system is sometimes referred 
to as a sterotype because there is little or no flexibility and because 
it depends on repeated activities. The basal reader approach utilizes 
the directed reading activities method involving vocabulary, word attack 
I? 
skills and comprehension by following four stages of development: readi- 1, 
(,,'  
ness, oral guided reading, sil ent guided reading and skill development. 
1': 
Language experience is based on a philosophy that incorporates " rl 
initial, remedial and supplementary activities into the ongoing develop-
ment of the reading skills . This approach focuses on three key elements: 
most materials are student-produced; teaching reading and language are I 
C 
integrated; and vocabulary is based on the student's own experiences. 
ti 
,: 
Individual approach uses a philosophy based on individual's learn-
ing rate. The selection of reading materials is based on student 
interest and progress continues at their own rate with most instruction 
occurring during individual conferences. 
The linguistic approach, however, uses a philosophy focusing on 
the ability of the individual to use language, such as printed materials, 
to convey messages. Textbooks contain few pictures, charts, and other 
lMiles V. Zintz, The Reading Process: The Teacher and the Learner, 
(Dubuque, Iowa: William C. Brown, Co., 1970), 79-97. 
10 
supporting aides to interpret the printed materials. More attention is 
given to sentence length and sentence structure at the beginning levels 
than other philosophies. 
Ruddell supports teaching reading to normal hearing children using 
a language based approach which has direct implications for teaching 
hearing impaired children how to read. Ruddell also emphasizes the 
relationship between the child's pre- school and home languages experi-
ences to their ability to re-tell stories that affect their language 
development and reading ability.l 
The development of a hearing impaired child's basic language can be l 'i 
11 
accomplished utilizing oral sounds, signs, gestures, pictures, and ~ 
L, 
other visual cues, either individually or combined. These communication 111 
J,1 
,I I 
modes are referred to as through-the-air (T / A) communication. Using T/A, Ill 
the hearing impaired child's communication skills can be developed and 
expanded. These communication skills include the development of their 
vocabulary, and the encoding and decoding of their language skills. ' t 
This development of their T / A communication skills is similar to the ,, 
11 
development of a hearing child's pre-school language. 
Goodman and Burke also discuss the ability to comprehend based on 
the child ' s pre-school language experiences with spoken and printed 
materials. Children gain an insight that spoken and written materials 
have meaning. They also pointed out the importance of using reading 
materials that the student has experienced through discussions and 
1 Robert B. Ruddell, Reading- Language Instruction: Innovation 
Practices, Englewood Cliffs, NJ: Prentice-Hall, Inc., 19 74), xiii. 
11 
other learning activities .l These verbal experiences permit the normal 
student to be able to predict information based on previous experiences, 
a skill which is more limited for hearing impaired children. 
Quigley and Kretschmer agree that the development of the individ-
ual's language ability is germane to the development of the ability to 
read and write. They emphasize that reading is a visual rather than an 
auditory procedure for hearing impaired children. Hence, the idea that 
language preceeds reading comprehension illustrates the importance of 
having a coordinated reading/ language development program, for both 
normal children as well as the deaf.2 
Wilson and Hall also support the language based approach to teaching ,, 
'" 
reading to normal children by advocating a linking of the teaching of i'' 
II 
,ii 
language and reading with the development of the comprehension skills '" 
important for reading and interpreting printed materials.3 
Another concept important to this project involves the application i i 
,, 
of Bloom's Taxonomy of Cognitive Skills. 4 The cognitive skills defined 
C 
in the following statements are used to identify and classify the reading 
fl' 
comprehension skills and concepts obtained from the analysis of the five '" 
reading textbook series. The six cognitive levels are: 
lYetta M. Goodman and Carolyn Burke, Reading Strategies: Focus on 
Comprehension, (New York, NY: Holt, Rinehart and Winston, 1980), 10-11. 
2Quigley and Kretschmer, Education of Deaf, 84. 
3Robert M. Wilson and Maryanne Hall, Reading and the Elementary 
School Child: Theory and Practice for Teachers, (New York, NY: D. Van 
Nostrand Company, 1972), 3,35,44. 
4navid Krathwohl, Benjamin S. Bloom and Bertram B. Masia, Taxonomy 
of Educational Objectives Handbook II: Affective Domain, (New York, NY: 
David McKay Co., 1956), 186-193. 
12 
Knowledge is the simplest level that involves the recall of specific, 
universals, methods, processes, patterns, structures and setting of 
general ideas and information concerning events, places and individuals. 
Comprehension refers to the understanding or appreciation of events 
being communicated to make sure that the ideas being communicated are 
related to the events, places and individuals presented. 
Application uses abstract and concrete interpretations and events 
to form and interpret ideas for other uses. 
Analysis refers to the ability to breakdown communication into its 
parts to make clear and / or interpret other relationships between ideas 
expressed. 
Synthesis i nvolves the assembly of parts to form a whole. 
Evaluation, highest functional level, utilizes individual judgement 
about materials or events to determine quantitative and qualitative 
I 
appraisal of given criteria. ?/ 
In addition to these ideas being used to define and categorize the 
materials obtained from the five reading series, a teacher of hearing 
1, 
,1 
impaired children must be able to recognize different cognitive levels 
to interpret a child ' s functional level needed to select appropriate 
instructional materials to meet the individual's needs. 
Assumptions 
1. The selection of appropriate instructional materials is related 
to the degree to which a student masters the reading comprehension skills. 
2. The appropriateness of the instructional materials varies from 
individual to individual and includes consideration of the following 
variables: personal experiences, content taught, language ~ncoding and 
13 
decoding) skills, and the cognitive developmental level of the individual 
3. A teacher's knowledge and experiences to coordinate the use of 
linguistic and the development of reading skills are related to their 
ability to select appropriate instructional materials to teaching 
reading to hearing impaired children. 
4. A student with a hearing impairment requires especially selected 
or developed instructional materials and, as the degree of hearing impair-
ment increases, the need for highly specialized materials also increases. 
Design of Study 
Two primary components are studied in this project requiring two 
different techniques to find the answers to the related problem. First, 
the questions concern the reading comprehension skills as defined by the 
authors of five reading textbook series. Secondly, the questions concern 
the knowledge and training to teach reading to hearing impaired students 
in regular public elementary schools and residential schools for the deaf. 
Textbook Analysis. 
The five reading textbook series were selected to provide a sample 
of textbooks with current publication dates that are being used in either 
the public schools or schools for the deaf. Furthermore, the texts 
reviewed represent a non-random sample of texts using various philoso-
phies of organization (i.e., basal, linguistic, etc.). 
A systematic trace of each skill or concept from point of introduc-
tion to mastery using a page-by-page analysis of the teacher's manual for 
each textbook series from K-6 was completed. Each concept or skill was 
classified and organized into the defined categories and presented in 
----
14 
chart form based on the six levels of Bloom's Taxonomy of Cognitive 
Skillsl utilizing the schema defined by Smith and Barrett. 2 The ques-
tions investigated include the scope, sequence, quality, quantity and 
emphasis of the various skills within each series. 
~acher Interviews. 
The questions concerning the teacher preparedness were investigated 
using an interview questionnaire. Each teacher was interviewed individ-
ually during a scheduled conference. Five public elementary school 
teachers who had hearing impaired children in their classes and five 
residential school for the deaf teachers were interviewed. The scope of 
the questions described earlier involved investigating the knowledge and 
training to teach reading to hearing impaired and normal children. 
The regular elementary school teachers interviewed had to have one 
or more hearing impaired students currently enrolled in their classes 
and the school had to have trained teachers of the deaf assigned to the 
f11i 
staff. Their teaching assignment had to include the grades from K-6. 111 
1,1 
The teachers at the residential school had to be regular classroom 
teachers at the school. Their teaching assignments had to include 
students whose age levels would correspond to those enrolled in public 
elementary schools. 
The questions concentrated on their knowledge, training and experi-
ence in teaching reading to either or both regular and hearing impaired 
Children, linguistics, using criterion or performance objectives for 
1Bloom, Taxonomy of Cognitive Skills. 
2Richard Smith and Thomas c. Barrett, Teaching Reading in theMiddle 
Grades, (Reading, Mass.: Addition-Wesley Publishing Co., 1976), 50-51. 
15 
selecting and planning instructiona l ma terials, their attitude toward 
teaching hearing impaired students, a nd the general concept of main-
streaming. During the interview, ampl e time was given to orally explore 
their responses to each question. All interviews were taped for future 
references. 
A summary of the interviews i s pre aented later to illustrate the 
range of their training, and experie n ces in regard to each question 
investigated. 
De finitions 
Age of onset of deafness i s the age when the hearing loss occurs. 
Adventitious deafness refers to the loss of hearing at birth. 
Conductive hearing loss describ es a hearing loss caused in the 
outer or middle ear resulting in the i rterference of the acoustic 
transmission of sound. 
Congential deafness is the t e rm d escribing a person with a hearing 
loss that occurred after birth. 
Criterion/ Perfonnance objective i s a statement defining what a per-
son is to learn by describing the p e rformance, conditions and criterion. 
Degree of hearing loss refers to the hearing loss in the better ear 
as measured in decibels (db) and c ategorized as: 
Mild Hearing Loss (less than 50 db): This group generally includes only 
those students with conductive hearin g loss. The educational effect on 
this group is minimal. In school, the aid of special seating , use of a 
personal hearing aid, assistance o f a speech the rapist, some tutoring 
and guidance should help the individual student maintain normal class 
placement. 
16 
Severe Hearing Los s (50-85db): Depending on the age of onset and type of 
hearing loss, the educational program could require considerable modifi-
cation. The program change will vary from meeting the needs of the mild 
hearing loss group to individuals who will require placement in special 
classes or schools designed to meet their special education needs. 
Profound Hearing Loss (85+db): Generally, students in this classifica-
tion require a special class or s pecial school placement to meet their 
total educational needs. As with the other two groups, some students 
can be mainstreamed part of the time, but special language and ma th 
classes are necessary. 
Individualized Educational Plan (IEP) is an educational plan 
required by Federal Law for all special and handicapped children that 
defines in criterion terms what a child is expected to learn in a s tated 
time limit. i, .I,t,  
11 I 
t.!1,1,' 
Linguistics is the study of language syntax in verbal and printed .,(I 
materials. 
PL94-142 is a Federal Law that required all handicapped youngster s 
be provided an educational program in the least restrictive environment. 
Sensory-neural hearing loss is caused by sense organ or auditory 
nerve damage which can occur before, during or after birth. 
Transformational grammar is linguistics combined with g rammar, 
sentence length, level of complexity, and the cognitive de velopme nt 
required to comprehend printed materials. 
Limitations 
1. The textbook analysis segment of this proj ect i s limited to the 
rea ding comprehension skills as presente d in the five reading ser i es . 
17 
2 . The two groups of teachers interviewed in this study repre-
sent two populations from two instructional settings that provide 
educational programming for hearing impaired students . 
3. The schools were selected on the basis of their accessibility 
to the researcher and the number of teachers available with hearing 
impaired students enrolled in their classes. Other regular school 
systems were contacted and were willing to participate but were rejected 
due to the limited number of teachers with hearing impaired students 
enrolled in their classes. 
4. The five reading series reviewed were chosen from the current 
Kentucky Department of Education Reading Textbook Adoption Listl to 
,1,1 I 
represent the types of textbooks currently used in public education, \ I' l 
1'1 11 1' 
111i I 
1 11 ! 
and LaSasso's2 survey of reading materials used in school for the deaf. t t .! 
Significance 
The problems with respect to teaching reading to hearing impaired 
children are well-documented in the literature. Substantial evidence 
exists which indicates that the average deaf student reads at a level 111 
111 
significantly below his or her peers. While educators generally agree 
that supplementary reading materials are needed, little research exists 
that identifies the specific materials that could be useful to students. 
Further, assistance for teachers attempting to identify materials for 
hearing impaired students is limited. The purpose of this study was to 
lKentucky Department of Education, 1979-85 Approved Reading 
Textbook Adoption List, (Frankfort, KY, 19 79). 
2carol Lasasso, "National Survey of Materials and Procedures Used 
to Teach Reading to Hearing Impaired Children," American Annals of the 
Deaf, V. 123, N. 1, pp. 22-30. 
18 
p r ovide two types of information that could assist individuals respons i-
ble for planning and implementing preservice and i?ns e rvi? ce t rai?n i?n g f or 
teache rs of hearing impaired students. First, this study provides an 
analysis of five reading textbook series, and second it provides infor-
mation about a group of teachers' training and experience in selecting 
supplementary reading materials. 
The findings of this study could be used to improve teachers' 
ability to prepare more effective instructional plans and materials to 
teach reading to hearing impaired children regardless of the educational 
s e tting. 
For teachers who work with the hearing impaired, recognition of 
the differences among reading comprehension skills when selecting 
supplementary, remedial, and basic materials is fundamental knowledge. 
The literature review and the linguistic information necessary to inter-
pret a child's functional language level when selecting and / or develop-
ing reading instructional materials is also vital teacher knowledg e . 
The summary of the interviews information describes the current level 
of the two staff's abilities to teach reading, linguistics, and r e lated 
skills to hearing impaired children. Therefore, the recommendations 
provided are based on the combination of these factors which help 
de termine criteria used in a staff development program. 
Information about the reading series can be used as an evaluative 
instrument to objectively determine the instructional level and teaching 
s trategies that will guide the development of the individual's reading 
s kills program through the typical K- 6 grade levels. It can also become 
a decision making tool used by instructors, administrators, and other 
professionals to define and develop IEPs. 
19 
Information about the staff's knowledge, training and experience 
are important components to determine a staff development program in 
any school system or district. 
CHAPTER TWO 
Literature Review 
The problems associated with selecting instructional materials to 
teach reading to hearing impaired children have many facets . The educa-
tional staff must have knowledge, training and experience to interpret, 
evaluate and plan instructional materials based on individual needs. 
When hearing impaired children are mainstreamed, the problems include 
the additional factors involved in equating the materials with their 
; I 
hearing peers' abilities. Therefore, the selection of remedial, supple-
111? I 
mentary and basic reading instructional materials is a process that must I I; I 
I I 1 
11 1, I 
I ,JI I 
balance these variables to provide the most effective reading program 
I I.I,/ 
possible. 
I I' I 
The purpose of the literature review is to establish the importance r? . ,, 
of each variable that supports this study. The topics included in this r,,, 
1 
/ I 
,i I 
review are: the relationship between linguistic and teaching reading; 
ii ,,I 
I ll I? 
the relationship between teacher training and teaching reading; the 
content and concept variables for teaching reading; the role between 
instructional materials and learning process for hearing impaired; the 
educational problems of the hearing impaired, and the effects of the 
hearing loss on the need for special instructional materials; the educa-
tional problems and criteria involved in mainstreaming hearing impaired 
children; and the cognitive and child development theories used to help 
classify and organize the textbook analysis information. The literature 
review supports the two major components of this project which are: the 
20 
21 
differences betwee n reading textbooks, and the t eacher' s attitude, 
knowledge, training and experience to identify and select appropriate 
b asic , supplementary and remedial reading comprehension instructional 
materials for hearing impaired childre n. 
Linguistics and Reading 
The review of the literature demonstrated that research in the area 
of reading has received considerable attention. The focus of the major-
ity of this research has centered on pre-school preparation, phonics, 
vocabulary , and, more recently, linguis tics. Linguistics concentrates 
I 
on grammar, sentence length, level of complexity, and the cognitive , I , 
'\ ! 
development required to comprehend the content of printed materials, ? I~ 1 
I? I 
i.e., basal readers, instructional materials and achievement t es t. This :1,; I 
I .I 
form of linguistics is commonly referred to as transformational grammar. 
The psychologist has joined the linguist to form the studies of psycho-
linguistics in the teaching of reading. Wilson and Halll define 
111 
ii' 
psycholinguistics relative to reading by emphasizing that psycholinguis- 11? 1 
tics draws upon both psychology and linguistics to focus on several main fl 
,1 ' 
points which are : the interrelationship of thought and language; how a n 
individual learns language; how he uses the symbols in thinking and 
communicating; how the features of a language, which linguis tics have 
b een able to identify, relate to common behavior in l earning and 
thinking. 
Transformational grammar has become the primary guide for the de v e l -
opment of language and r eading programs for hearing impair ed chi ldre n. 
lwils on and Hall, Reading in Elementary School Child, 3,35,44. 
22 
Two examples are the Rhode Island Curriculum Guide,l and, more recently, 
the language curriculum guide currently being developed f or the hearing 
impaired at Kendall Demonstration Elementary School for the Deaf.2 The 
term " linguistics" is used synonymously with transformational grammar 
in this study. 
Psycholinguistics relationships between teaching reading and lan-
guage are integral factors in this project. Wilson and Ha113 and Harris 
and Sipay4 strongly support the relationship between teaching reading 
and language development and stress the fact that printed materials 
must be commensurate with the child's own language. LaSasso,5 Quigley 
and Kretschmer,6 and Stauffer ? point out the strong relationship between , I , 
,\ i 
,, 
teaching the hearing impaired to read and developing their language ,J? r ,, I 
, /1 I 
I I 
skills. Clark and Clark8 point out in their studies that linguistics is 
a communication tool that can be used to study how acquired language can 
I , 
J1' I 
lClara A. Hamel, ed., Guide to the Language Curriculum, (Providence 
Rhode Island School for the Deaf, Providence, RI, 19 71). 
2Kendall Demonstration Elementary School for the Deaf, Language II' I 
111 I 
Curriculum Guide, (Washington, D.C.: Gallaudet College, 1983). 
3Wilson and Hall, Reading and the Elementary School, 3,35,44. 
4Albert J. Harris and Edward R. Sipay, How to Increase Reading 
Ability, 7 th.ed., (New York, NY: Longman, 1980), 8,10. 
5LaSasso, " Validity and Reliability." 
6Quigley and Kretschmer, Education of Deaf. 
7Marian Stauffer, "Comparative Effects of a Language Arts Approach 
and Basal Reading Approach to First Grade Reading Achievement," (disser-
tation, U. of Delaware, 19 74), 7408748. 
8Herbert H. Clark and Eve V. Clark, Psychology and Language: An 
Introduction to Psycholinguistics, (New York, NY: Harcourt Brace 
Jovanovich, Inc., 19 77). 
23 
be used to determine how children develop their language which applies 
to the methods used to teach reading. 
Degree of deafness is strongly related to the development of the 
hearing impaired child's ability to read. Generally, the average 
hearing impaired child is not familiar with the English used for reading 
textbooks. Therefore, teaching reading becomes a language / reading 
learning process. Current reading textbooks do not meet the needs of 
the hearing impaired. These textbooks, even at the beginning levels, 
contain complex sentence structures that the hearing impaired can not 
comprehend. Hence, there is a need for reading materials designed to 
I 
, I 
introduce linguistic structures at a gradual rate with repeated expo- '"; I 
? , I 
sure to the same language levels. 1 1 1? J :, ' 
I ~I l 
;1 I 
Naas and Coady have expressed concern that disparate disciplines 'I 
such as reading and linguistics sometimes fail to recognize their inter-
dependence, con sequently con tributing to a non- comprehensive approach. 
Additionally, previous efforts at linking linguistics and reading also 111 ,111 
p , , 
suggest an obligation to develop specific methods and objectives to 
critically implement such recognition of the interdependence.2 
Teacher Preparation for Teaching Reading 
to Hearing Impaired Children 
The following information supports the concept that the teachers 
working with the hearing impaired have little formal training to teach 
lquigley and Kretschmer, Education of the Deaf. 
2Jarnes F. Naas and James M. Coady, "Phonetics, Phonomics, and 
Phonics: A Look at Similarities and Differences, " Journal of the 
Michigan Speech and Hearing Association, V. 15, N. 1, (Fall, 1979), 
136-141. 
24 
reading and stresses the need for an indepth knowledge of the relation-
ship between language development, reading skills, and a systematic 
approach to selecting instructional reading materials. 
Coley and Bockmillerl surveyed teachers of the hearing impaired in 
both public and residential schools relative to their formal training to 
teach reading to the hearing impaired. They found that the majority of 
the teachers responding had very little formal training to teach reading 
to either regular hearing or hearing impaired children. They also 
pointed out that these teachers depended on basal reading series for 
teaching reading. 
I 
In 197 7 , Lasasso surveyed 800 teachers of the hearing impaired re- ,I , ..,, I 
,1, rl 
garding materials and procedures to teach reading. 2 With 65 percent I' I 
,1' 
I II ! 
111 I 
return, she found t h at the majority of them used basal readers to teach 
!! .I 
reading. Further, the results of the survey indicated that most of the I I, ?,  
teachers responding had little formal training to teach reading. In a ii 11 !1: /1 I 
research project conducted in 1978 by Lasasso using the Close Procedure 111 
)!I 111 
~ JI I j 
to measure readability, she found that hearing impaired children had 
difficulty in reading and interpreting the vocabulary, linguistic 
structures and the idiomatic expressions in the basal readers. 3 
A specially modified edition of the Stanford Achievement test for 
hearing impaired students was used by Karchmer and Trybus in 1977 to 
lJoan D. Coley and Patricia R. Bockmiller, "Teaching Reading to the 
Deaf: An Examination of Teacher Preparedness and Practice," American 
Annals of the Deaf, V. 125, N. 7, (October, 1980), 909- 915. 
2LaSasso, " National Survey of Materials and Procedures ... " 
3LaSasso, "Validity and Reliability." 
25 
evaluate the reading ability of hearing impaired students.l They found 
that the average reading ability of nineteen year old hearing impaired 
s tudents was near the 6th grade level. Figure 1 is a graphic illustra-
tion of the eight to twenty year old hearing impaired children's 
200 
180 
90th 
Percentile 
75th 
Perce ntile 
"...'  160 
0 , I 
u 
<J: 1?:, I 
50th 
'U Per ce ntile ''? 
..<..lJ.  1Jr j+ 
,0 1, I 
,nu  14 0 !f) I 
I' I 
I .I 
25th 
Percentile 
12 0 .10th 
I I',.  
Percentile !" ' 
!, .1, 
iOO 
8 9 10 11 12 13 14 15 16 17 18 19 20 
/JI I 
Students' llge i ll I 
Figura i. Heading Comprehension Scores National 
Distribution for Hearing Impaired Students 
Sc ale score 132 J.2 grade level 
Scale score 182 = 8.2 grade level 
reading abilities. This information clearly shows that their reading 
abilities are far below their hearing peers' at all age levels. 
The process of teaching the hearing impaired children requires more 
lMichael A. Karchmer and Raymond J. Trybus, "Who Are the Deaf 
Children in 'Mainstream' Program?" (Washington, D.C.: Office of Demo-
graphic Studies, Gallaudet College, October, 1977), 4,5. 
26 
t han just knowledge of how to teach reading. Teachers working with hear-
ing impaired children must be able to interpret the developmental 
stages of reading skills, the structures of linguistics, the cognitive 
development of students, and the inter- relationships of these concepts 
according to Quigley a n d Kretschmer,l and LaSasso.2 The 1977 study con-
ducted by Lasasso found that only twenty percent of the programs for the 
heari ng impaired utilized a systematic procedure to select instructional 
reading materials to meet the functional langu age level of the hearing 
impaired.3 
Quigley and Kretschmer4 define four descriptive variables and their 
educational effects to distinguish the various subgroups within the I/, 
',, 
hearing impaired population relative to its impact on language develop- ,, 
ment. The four variables are: 1) degree of hearing impairment, 2) age 
of onset, 3) types of hearing impairment, and 4) etiology of hearing 
impairment. 
,,, 
! H I 
Degree of Hearing Loss 11, 
Concerning the degree of hearing loss, the three primary levels are ,,, 
,1 1 t 
mild, severe and profound. The mild hearing loss population have a 50db 
or less hearing loss i n the better ear . Educationally, the mild group 
generally requires only tutoring assistance in reading, language, and 
speech training . The teachers also need to look at these students when 
lQuigley and Kretschmer, Education of Deaf, 1 
2LaSasso, "Validity and Reliability. " 
3LaSasso, " National Survey of Materials and Procedures ... " 
4Quigley and Kretschmer, Education of Deaf,l 
27 
they are talking to help them better understand the teacher's speech and 
oral discussions. 
Those with severe hearing loss (50- 85db) can be mainstreamed less 
effectively than the mild loss group, especially on a ful:1.-time basis. 
The age of onset and type of hearing loss can further limit a hearing 
impaired child's ability to function in a regular classroom. Those who 
are mainstreamed require considerably more tutoring and generally 
special classes in language arts, reading and math. 
The profound hearing loss group (85db or more) is usually main-
streamed in the non-academic subject areas such as art, physical educa-
, I, 
tion and other physical activities. Generally, these students require 
,1.,  I ' 
special language, reading, math and speech training classes. The 1: I 
11 I 
fl I I 
ability of students with severe and profound losses to orally conununi-
cate is the greatest limiting factor. There are children with 1' I I I 
11? ' 1 ' 
I, I 
exceptional mental ability and desire that can compensate for these 
deficiencies and allow them to function very well in the normal class-
room, but among the severe and profound, there are few in this category. 
ii I 
11J I? 
Types of Hearing Loss 
Hyklebustl describes four basic types of hearing loss, namely: con-
ductive, sensorineural, mixed and central. Depending upon the degree of 
hearing loss, each of these affect the educational planning needed to 
effectively program for the hearing impaired children. 
Conductive loss refers to problems of the middle ear which may be 
1Helmer R. Myklebust, The Psychology of Deafness, (New York, NY: 
Grune and Stratton, 1964), 4. 
28 
blocked, underdeveloped or damaged. Hearing aids are usually effective 
with this type of hearing loss. Sometimes, the defect can be surgically 
corrected. Educationally, these students fit in the mild hearing loss 
group even if their auditory loss is in the severe range. 
Sensorineural loss is a nerve or inner-ear problem. These can not 
usually be corrected by surgical or other means. Also, the effective 
use of a hearing aid is reduced by the nerve damage. Educationally, 
these students usually have severe to profound hearing losses. Depend-
ing on time of onset, they generally require more specialized skill 
programming. 
, I : 
Central loss results from a damaged auditory neural nerve system -,:,.  I 
which can not be corrected. Like the sensorineural group, the hearing J; J 
II I 
j , I 
I 
aid has minimal value. In the classroom, these youngsters will require 
special programs like the sensorineural group. ,I ,, 
I I I 
Mixed loss is any combination of the conductive, sensorineural or I, ', 
central losses. The educational effects are a result of the combination ?/ii ' 
/ I ' 
1' 11 11 I 
of factors involved. 
fl l '. 
JJ I I 
Age of Onset 
Hearing loss is either acquired or congenital. Congenital occurs 
before birth. Acquired, or adventitious hearing loss as it is commonly 
called, occurs after birth.l 
The congenital hearing impairment refers to the pre-linguistically 
deaf. The prelinguistic group requires more structured educational pro-
gramming in their earlier years and this may have to be extended in their 
lrbid, 3. 
? ,~. ,~1 I 
29 
formal educational training. 
Hearing losses occurring after the age of five in an individual are 
called postlinguistically deaf. This group has usually established their 
" normal11 language system. l Postlinguistic children who lose their hear-
ing after the age of eight or ten usually have developed the ability to 
read. These students can normally be mainstreamed very effectively and 
progress almost normally. 
Etiology 
Two general causes, enclogenous and exogenous, are assigned to I ,I 
Enclogenous problems result from birth defects 
hearing impairment. ' 
blood incompatibility (Rh Factor) and biological factors. Exogenous 
causes result from accidents, tramas and other factors that block or 
damage the auditory mechanism. Sometimes the latter type can be cor- I 'j, 
I I 
I I ,, 
ected; whereas, the first type usually results in permanent sensorineural j, ;:11, 
damage. I, rI,  1r1'  
11? 11 
Mainstreaming Hearing Impaired Students 
The present writer, in the capacity of a supervisor, consultant and 
a principal of both public elementary schools and a residential school 
for the deaf, was in the position to observe and work with hearing 
impaired children in residential, day school and satellite programs, 
observed that a thorough, planned staff development program and an in-
formed h onduci?ve to a successful operati'on of 
sc oo 1 administration were c 
mai? nS t reaming the hearing impaired. 
Tl ? b d hearing impaired children enrolled 
1 e writer has further o serve 
lquigley and Kretschmer, ~cation of Deaf, 66-67. 
30 
in educable mentally handicapped classes without the assistance of any-
one knowledgeable of their educational needs to guide their program. 
Therefore, the need for staff development and program planning is 
severe, especially in rural areas where the student population is small. 
Two of the most effective day school programs observed are in the large 
metropolitan areas of Atlanta and Dallas. Both of these programs 
received staff and supervisory support through a coordinated State 
Department of Education program for the hearing impaired. 
Quigley and Kretschmerl summarized a factor analysis project per-
formed by Pflaster on 251 independent variables of which 64 were found 
to be significant when reading comprehension skills were the dependent ,, 
" 
variable. A total of 182 hearing impaired students with hearing losses 
ranging from 30db to llOdb were used in the project. The 64 independent 
variables were grouped into the following five classifications as the 
1i' 
most significant criteria to be used when determining if a hearing I, 
impaired child could be successfully mainstreamed. They are: 1) highly 111 
;ii 
developed oral skills, 2) high levels of motivation, positive attitude "' 
111 
1! 1 1 
toward learning, determination, independence, social maturity, and 
acceptance of criticism and frustration, 3) high degree of ability to 
use spoken and written language, including paraphasing, using idiomatic 
expressions, and the use of varying sentence structures, 4) artistic 
and synthetic abilities, and 5) involvement with realistic family mem-
bers and wide array of professional support including trained teachers, 
psychologist, and others. 
1Quigley and Kretschmer, Education of Deaf, 66-67. 
31 
Karcbmer and Trybusl 1977 study of a large population of hearing 
impaired children provides a sunnnary of: 1) distribution of hearing 
impaired children in seven types of educational program settings such 
as residential, special classes in public schools, day schools for the 
deaf, resource rooms, part-time classes, and others (Figure 2), and 
2) distribution of the hearing impaired population within the four 
larger types by degree of hearing loss (Figure 3). 
Cognitive and Child Development Theories 
Two theories involved with the recommended inservice training pro-
I I 
gram and interpretation of the reading comprehension skills are Bloom's /; :. 
?:; I 
Taxonomy of Cognitive Skills and Piaget's Theories of Child Development. !11.: 
f, j I 
/I ! 
Both of these theories are taught in learning theory courses, but are '/I I? ,, ' '1 
I ,I 
seldom fully developed in relationship to teaching reading. A functional I 
I 11, 
I I? 
relationship between each of these theories and this project are dis- i;' ! ,, 11' 
/1,' I 
cussed in the following information. ,I I 
ti 11!1 
11 11 111 
~om's Taxonomy of Cognitive Skills 
i?l IIl ,.I, 1,/ I 
Smith and Barrett2 classified the reading skills into six cognitive 
levels using Bloom ' s Taxonomy of Cognitive Skills. A summary of the 
definitions of the six levels are as follows. 
!_nowledge. This involves the recall of specifics and universals, 
the recall of methods and processes, or the recall of a pattern, 
structure or setting. For measurement purposes, the recall situation 
lKarchmer and Trybus, "Who are the Deaf Children ... " 
2Smith and Barrett, Teaching Reading. 
32 
rte SLdentidl Schools 
[or l he Deaf 
Fu ll-Tiu,e: 38\ 
Special .::du 1.e a 
tion Classe:s 
Prugr a s 
,0 % 
M.oou. 
: iyuce L. Whert Do Hear in g Impaired 
Ch i ldr e n Go To Schoo l ? 
! 976, N- 4 9, 4 2 7 
I ,, 
/; : 
?:,/,I 
M.i. l d 1,,1.! 
I Ji JJ 
s~vere S ever e II i!J / I I' 
r: , I 
201. ; :?.::i 
( 
\ P.1.of0u n....i P1of v und 5 H 
~ 
Day S.:hov l 
~es Ld e ntial s~ho0l N~ 5 , i.50 
tJ = 17 , 79~ 
/' 1o de r ace 
\ 
2 0. \ 
\, 
Fu~ 1- ?; im t: C l asses 11 , .i. nt~ gra t eJ Pr vq ra.ms 
Loca l .- u b i. 1c Sc huo l s N = 8, 7 9 ~ 
N= i. O,Jl~ 
Figure J. Di s tributio n o f Hea ring Loss by 
Type o f Pr og rdJTI 
33 
involves little more than bringing to mind the appropriate materials. 
the knowledge objectives emphasize most the psychological process of 
remembering. Using relationships is also involved in that a knowledge 
test situation requires the organization and reorganization of a prob -
lem in such a way that it will furnish the appropriate signals and cues 
for the information and knowledge the individual processes. 
Comprehension. This refers to the type of understanding or appreci-
ation so that the individual knows what is being communicated and can 
make use of the materials of ideas being communicated without neces-
sarily relating it to other materials or seeing their fullest implica- I I 
I, " 
tions. 
Application. This level of knowledge relates to the use of 
I I' 
abstractions in particular, as well as concrete situations. The abstrac- I ,i! 
tions may be in the form of general ideas, rules of procedure, or I ;J 
1, .1 I 
I , . 
I I 
generalized methods. The abstractions may also be techniques, princi-
ples, ideas and theories which must be remembered and applied. 
Analysis. This concerns the breakdown of a communication into its ,,!, 
ii?' 
constituent elements or parts, so that the relative hierarchy of ideas 
is made clear and / or the relations between the ideas expressed are made 
explicit. Such analysis is intended to clarify the communication, to 
indicate how the communication is organized, and the way in which the 
message is intended to be interpreted, as well as its basis and 
arr angements. 
This involves the putting together of different ele-
Synthesis. 
ment h le It involves the process of 
sand parts so as to form aw O ? 
~ 0 rking with pieces, parts, elements, etc., and arranging and combining 
34 
in such a way as to constitute a pattern or structure not clearly there 
before. 
Evaluation. Judgements are made about the value of materials and 
methods for given purposes. Quantitative and qualitative assessments 
are made about the extent to which materials and methods satisfy 
criteria. The criteria may be determined either by the student or by 
th0se given to him by the teacher. 
_p i? aget's Theory of Child Development. 
Piaget's theory of child development has basic concepts that help I ., I ' 
I. .:,  
classify and organize objectives in the textbook analysis process of ?;, i i" 
11 ,11 ! 
p ,11 I 
this project. This theory or another theory of child development should 
j, ;?' 
'1 ''1 
be used by a local district to facilitate the communication between the I 11? 
staff and promote a more consistent approach. These communications 
should be related to what is expected of the normal child which can then 
be compared to a hearing impaired child to better judge a developing n 11' 
11 ! , 11 
Pattern for the hearing impaired child. One must also keep in mind 
I 1,li 
JI I' 
during these program evaluation procedures for a hearing impaired child 
all of the effects of the type and degree of hearing loss that the indi-
Vidual child has, including language and mental abilities. 
The basic premises of Piaget's Theories that need to be considered 
when classifying, and organizing, and matching skills and concepts were 
summarized by Herzoz.l 
1. The cognitive development processes occur on a continum. 
1Virginia Herzoz Preschool curriculum Guide, (Dallas, Texas; 
Callier Hearing and s;eech Center, 19?Z). 
35 
2. Development proceeds through a continuous process of generali-
zations and differentiations. 
3. The continuity is achieved by a continuous unfolding. Each 
level of development finds its roots in a previous phase and continues 
into the f o 11 owing one. 
4. Each phase entails repetitions of the processes as the previous 
Patterns are sensed as inferior and become a part of the new, superior 
level. 
5. The differences in organizational pattern create a hierarchy 
of 
experiences and actions. 
,, 
6. Individuals achieve different levels within the hierarchy, I :I 
although, " .?. there is in the brain of each individual the possibility of 
all these developments but they are not all realized." 
I 
I', I. 
Conclusions to Literature Review l ' ':-
1 I 
I ,,? I 
The purpose of the literature review was to provide a background 
for t h e present study in terms of both the theoretical bases and the 
applicable findings of previous researchers. The major findings and con- I ,, I 
I I? 
clusions are: 
Teacher preparedness to teach reading to hearing impaired students 
Vlas limited. Researchers further indicated that the hearing impaired 
Children had difficulty interpreting complex language structures in 
pr? 
inted materials like reading textbooks, achievement tests and other 
instr . 
uctional materials. Researchers also pointed out that the average 
19 
Year old hearing impaired student's average reading level was near 
the 6 t h grade level. The findings suggested that program planners, 
teachers and others working with the hearing impaired need specialized 
36 
training to interpret and select methods and materials for individual 
s tudent needs . 
The researchers pointed out that the professionals working with the 
hearing impaired children need to be aware of the effects of their hear-
ing loss relative to type, degree and other factors in their educational 
program needs. The information obtained also indicated that many hear-
ing impaired students needed specialized program considerations to be 
mainstreamed. 
Several researchers indicated that the theories of cognitive and 
child development are necessary conceptual background information to I 
I , 
help judge and select instructional materials for individual students. 
1, I 
I ' I 
Language development and cognitive development were key factors men- I.: 
I 
tioned in several sources as key criteria for successful mainstreaming 
considerations. 
CHAPTER THREE 
DESIGN AND PROCEDURES 
The following information describes the procedures used to design 
and complete this project. The description includes the methods used 
to classify and organize the information obtained and the procedures 
followed to complete the major elements of this project, namely, the 
analysis of the reading comprehension skills and the interview 
questionnaire. 
I. I 
Reading Textbook Content Analysis ",i 
of Reading Comprehension Skills 
This project attempts to exemplify the important differences among 
the five reading series relative to reading comprehension. To achieve 
this, the f ollowing steps used are defined and explained. I ' 
I 
Step 1. Define the Scope of the Textbook Analysis: 
I 
I' 
I 
The textbook analysis was limited to the reading comprehension 
skills because the total array of reading skills was beyond the scope of 
one project. 
Step 2. Select the Reading Textbook Series to be Reviewed: 
The criteria applied to select the five reading textbooks series 
us e d in this project were: a) its current use in either public school or 
schools for the deaf; and b) a sample representation of the styles of 
textbooks used (i.e., basal and linguistic) that have recent publication 
dates. 
37 
38 
To select current textb ooks, the Kentucky Readi ng Textbook Listl 
and LaSasso 2 survey were used to identify the textbooks series used. 
The Kentucky Adoption List listed the Ginn 720 and Scott-Foresman Basic 
Reading Series as the two top series. Lasasso survey had the Ginn 720 
and Scott- Foresman Reading Unlimited series as two of the top three. 
The fifth series was selected to represent the Linguistic Textbook 
approach to teaching reading. To serve the major thrust of this project, 
the unpublished results of a survey, which included 800 schools and 
classes for the hearing impaired, conducted by Carol LaSasso, we re used 
to select the two series listed above. The latest editions of the Scott-
Foresman Reading Unlimited (1977) and the Ginn 720 Rainbow Edition (1977) 
were selected to represent those typically used for the hearing impaired 
population. The American Book Basic Reading (19 77) and Scott-Foresman 
Basic Reading (1977) were selected to represent the typical basal read-
ing series. Merrill ' s Linguistic Approach was selected to represent the 
linguistic approach to teaching reading. Additionally, the two Scott-
Foresman series were selected to demonstrate that two series from the 
same company will differ in structure, scope, seque nce and de velopmental 
schema, as with those from different companies. These five series 
provide a sample with a sufficiently broad base to illustrate the objec-
tives for this segment of the project and a sufficient number of samples 
to illustrate the diversity between the five series relative to the 
lKentucky Department of Education, 1979-85 Approved Reading 
Textbook Adoption List, (Frankfort, KY, 1979). 
2LaSasso, "Validity and Reliability." 
39 
objectives defined earlier. The following reading textbooks used in 
this project were: 
American Book Reading Program, 1977, K-6 
Authors: Matjorie S. Johnson, Roy Kress and John D. McNeil 
American Publishing Company 
Ginn 720 Rainbow Reading Series, 197 7 , K-6 
Authors: Theodore Clymer, Ned B. Daniels, Helen Wardeberg 
Ginn Publishing Company 
Merrill Linguistic Reading Prograil!.i._ 197 7 , 1-6 
Authors: Wayne Otto, Richard Smith, .?? 
Charles E. Merrill Publishing Company 
Basics in Reading SeriesJ.. 19 77 , 1-8 
Authors: Ira E. Aaron, Dauris Jackson, ?.. 
?I I 
Scotts-Foresman and Company ,, II  ii i..l 
ii ' 1 1
~ading Unlimited Reading Series, 1977, K-6 ?" ?I., .!, rl 
Authors: Katherine B. Wingert, Barbara A. Pearson, .?. 'I ' ' 
I?' 
Scotts-Foresman and Company ,I,  I 
I ''i 
I ,I 
.?___tep 3. Analyze Reading Textbook Series: 
I ! j 
The analysis and compilation of the data from the five reading I' I I .I I 
I ,, 
series is not an analytical tabulation of all the items relative to the 
A systematic trace through each source J 11 
react 11 i? ng comprehension skills. (1 t
from the kindergarter level to the sixth grade level, and the seventh I ,, 
ii I' 
and eighth, when available, was completed to identify the descriptive 
statements relating to the reading comprehension skills used. The 
systematic trace was completed by doing a page-by-page review of all 
teacher manuals for each series so that the development of each skill 
vv i?t hin each series could be identified. The page-by-page review of each 
text series was necessary to describe the contents of the five series 
because looking only at the teacher's manual did not provide for full 
identi? f?i cation of how a concept was d e f1' ned  an d d eve 1 oped  1? n a particu-
lar reading series. No attempt was made to include drill and supplemen-
tary materials. 
40 
Step 4. Organize and Compile the Information Obtained in Step 3: 
Several charts are used to present the information obtained from 
the text analysis of the reading comprehension skills that show all five 
sources for each skill area. The charts are designed to facilitate the 
study and comparison of the differences or similarities between the five 
reading text series reviewed for this project. 
Categories Used to Classify and Organize 
Reading Comprehension Skills 
The two major categories and their subsections were selected on the 
basis of functional relationships within the scope of the concepts of 
reading comprehension skills and their application to the total educa- :, I. . 
!, 1l 
tional process. The categories are defined based on their relationship I '; /,:' 
I I 
to the cognitive concepts of Bloom's Taxonomy of Cognitive Skillsl and I ,11 
Piaget's Cognitive Development.2 These concepts are pertinent to the 
development of the comprehension skills used in any mode of communica-
tion, be it oral, through- the-air, printed materials, pictures, or any ,, 
combination thereof. The concepts in Bloom's Taxonomy and Piaget's 
'I 
I I 
Child Development are necessary in order to compare key ideas and to 
establish guidelines and generalizations made in the text of this 
project. 
The two major categories and their subsections are listed and 
defined as follows: 
1David Karthwohl, Benjamin S. Bloom and Bertram B. Masia, Taxonomy 
of Educational Objectives Handbook II: Affective Domain, (New York, NY: 
David McKay Co., 1956), 186-193. 
2Barbel Inheler and Jean Piaget, The Early Growth and Logic in the 
Child, (New York, NY: Holt, Rinehart and Winston, Inc., 1967. 
41 
I. Literal Comprehension: 
Bloom's Taxonomy lists two distinct levels for literal unders tand-
ing, knowledge and comprehension, both of which define the basic concep-
tual levels of content in this section. 
I - A. Recognizing Sentence Meaning: This relates to understanding 
word order; word association; sentences with similar meanings; recog-
nizing topic sentences; recognizing the first and last sentence in a 
paragraph as the topic sentence; and similar divisions. 
I - B. Recognizing and Recalling Details: This relates to recogniz-
ing information in pictures; recognizing speaker in sentences; recogniz -
ing details that support the main idea; recalling details that support 
. 
the main idea . '',?  
'I 
I - C. Reco gnizing Main Idea : This involves identifying the main 
idea from pictures; recogn izing title as main idea; recognizing the 
main idea of paragraphs; distinguishing between main idea and supporting 
details; recognizing main idea in an expression. 
I-D. Identifying Sequence Relationships: This has to do with the 
understanding a sequence or order of events. 
II. Interpretative Comprehension: 
Bloom's Taxonomy defines four levels that guide the s elec tion of 
materials for these skills and they are: application, analys is, synthe -
sis and evaluation. 
II-A. Inferring Main Idea and Details: This is developed from 
pictures; from titles ; from story details; from implied details; and 
from any combination of these. 
II- B. Inferring Supporting Details: These derive from de tails given; 
from main ideas; or inferences from supporting information and/or d e tails . 
42 
II-C. Identifying and Inferring Comparisons: Likeness/differences 
between things, people, places and characters are involved. 
II-D. Predicting Outcomes (Inferring): This relates to using pic-
tures and stories to predict two or more outcomes and to predict 
outcomes based on story characters using life experiences and attitudes. 
II-E. Identifying, Inferring and Using Cause and Effect Relation 
?__hips: If given the cause, infer the effect; given effect, infer cause?'  
using cause and effect relationship to predict outcomes and character 
traits. 
II-F. Inferring Characte_E_: This involves understanding traits, 
qualities and appreciation of character parts in plays and stories. 
II-G. Distinguishing Between Fact and Opinion: This relates to ''I,,  
using oral statements, signed words, through-the-air communications, 
and pr1?nted materials. 
II-G. Distinguishing Between Realism and Fantasy: This involves 
comparisons between characters, statements, stories and the interpreta-
tion 0 f propaganda. 
Interview Questionnaire 
The second component involves the questions concerning the teacher's 
knowledge, training and experience in teaching reading and related 
The following statements describe the design of the ques-
activit?i es. 
t? the content of the questionnaire, and the setting and ionnaire 
' 
Procedures applied in this component of the project. 
-
~fluesti onna.i re Desi. gn: 
The two primary functions of research are gathering evidence and 
its subsequent describing it and explaining the information found. In 
43 
this proJ. ee t , t h e i.n tervi.e w questi. onna.i re was selected to gather or 
describe the current knowledge and abilities of various instructors 
working with the hearing impaired, relative to teaching reading, 
ling u?i sti?c s and technical program developmental skills. 
Methods used by Babbiel and Berdie and Anderson2 provided the 
descr?i p t i? ve i?n formation about questi? onna?i re d esign and application. Most 
general research textbooks described a questionnaire, but in most cases 
very little specific design information was provided. 
The unstructured format of the interview questionnaire was selected 
,I 
as the most effective method to obtain the descriptive summary of the ,1,I 
j ;,,J 
: :i ' 
scope and depth of the instructor's knowledge and skills in teaching i ) 
' :/! 
,.11 
reading. The design and development of the questionnaire proceeded 'I',  
through the developmental steps defined by Babbie and Berdie and 
I' j, 
Anderson. The first step involved several activities: 1) identification I 
1' 
11 I 
of the information to be obtained and its purpose, 2) development of 
I :1 
several sample questions for each category, and 3) selection of the , 1 1 1 
act ua 1 format of the interview questi. onna.i re. 
The unstructured interview was selected because this fonnat permits 
the i? nterviewer to explore in depth  certai? n responses t o o b tai?n  a 
clearer view of what an individual is describing. In this project, the 
ski? 11  and knowledge level of those interviewed ranged from almost zero 
to ve ry comprehensive. 
p lEarl R. Babbie, Survey Research Me tho~, (Belmont, CA: Wadsworth 
Ublishing Company, 1977), 131-185. 
2 Douglas R. Berdie and John F. An d erson,uQe stio? nnai. re: De sign and 
4
Use (Metuchen, NJ: Scarecrow Press, Inc.? l9? ). -----=:.. 
.. , r 
44 
Following is a description of the basic elements and the purpose of 
each section of the questionnaire. 
Section 1. This section contains background information that was used to 
determine response classifications and categories to be used to group 
the information obtained in the remainder of the sections of the inter-
View. The mainstreaming questions in this section were designed to iden-
tify the teacher's attitude toward having special education students, 
especially the hearing impaired, in their classes. Another question 
included in this section attempted to ascertain the teacher's knowledge 
and training so as to comprehend the educational needs of the hearing im-
,,,,,  
,,I, 
paired and obtain insight into the potential need for staff development. ? 'I., 
~ 1+1 
I i, l 
Section 2. The purpose of this section was to obtain the results of the 1,'1 'I 
questions concerning the scope and type of training that the teachers had 
?I I 
in order to teach normal and / or hearing impaired students how to read. I:;' 
I 
,, I 
?__ection 3. The content of this section defines the scope of the teach-
er's interpretation, application and implementation of the school 
Furthermore, the questions concerned which 
dist ? , 1111 rict s reading program. I i' 
procedure they would prefer, if permitted. The preference questions 
were another attempt to obtain an insight into their interpretation of 
read?i ng strategies. 
~- This section investigates the teacher's training and his / her 
procedures when selecting supplementary and remedial reading instruc-
t i? onal materials. 
~tion s. The questions sought to explore the scope and depth of the 
teacher's knowledge and ability to apply the concepts of linguistics 
(transformational grammar) to teach reading to normal and handicapped 
44 
Following is a description of the basic elements and the purpose of 
each sect1? on of the questi. onna.i re. 
Section 1. Tl1 ?i s section contains b ack  ground  information that was used to 
dete rm?i ne response classifications and categories to be used to group 
the information obtained in the remainder of the sections of the inter-
View. The mainstreaming questions in this section were designed to iden-
t"1 f Y the teacher's attitude toward having special education students, 
especially the hearing impaired, in their classes. Another question 
included in this section attempted to ascertain the teacher's knowledge 
and training so as to comprehend the educational needs of the hearing im-
paired and obtain insight into the potential need for staff development. "' 
Section 2. The purpose of this section was to obtain the results of the , 'I 
questions concerning the scope and type of training that the teachers had 
in order to teach normal and/ or hearing impaired students how to read. 
,, 
' ' 
The content of this section defines the scope of the teach-
~-
er' s i? nterpretation, application and implementati? on o f t1l e school 
Furthermore, the questions concerned which 
dis tri? ct , s reading program. 
Procedure they would prefer, if permitted. The preference questions 
Were another attempt to obtain an insight into their interpretation of 
readin g strategies. 
~- This section investigates the teacher's training and his / her 
Procedures when selecting supplementary and remedial reading instruc-
tiona  1 materials. 
'h sought to explore the scope and depth of the 
'I e questions 
teacher ' s knowledge and ability to apply the concepts of linguistics 
(transf . to teach reading to normal and handicapped 
ormational grammar) 
-?-- ~~~------::-
45 
youngsters, particularly those with language problems like the hearing 
impaired . 
.?_ection 6, T1?1 e questions in this secti?o n explore the teacher's knowl-
edge and experience in applying the instructional technology dealing 
With the a bi' l ity to write and interpret cri?t eri.o n / performance stated 
object?i ves in the process of defining instructional strategies and 
selecting remedial and supplementary instructional materials in reading. 
Also, the teacher's ability to employ immediate and long range planning 
in th e i. nstructional preparation techniques and procedures was explored. 
I ,j, 
',ii 
JI, ' 
i i,1 
-Setti.n g and Population: ! /1 
Two groups of five teachers were interviewed: teachers at the resi-
dential school for the deaf and the teachers in a public school district 
With hearing impaired children integrated in their classes. The infor-
mation i?s summarized by teacher group, i? .e., regu1  a r e leme n t ary sch  oo 1 
teachers and special teachers at the residential school. 
A K-12 program for hearing impaired 
~RePul ar Elementary School Program: 
students was offered, but the questions included in this project were 
limited to the d K 8 Twelve hearing impaired 
teachers teaching gra es - ? 
students were supported by three teachers trained in hearing impairment. 
All of these students are integrated for at least one and a half hours 
Per day i?n . d t classes, i.e., physical education, art and 
socia1  eve 1 opmen 
music. Two of these students spent only an hour or so each day with the 
special teachers for tutoring and speech therapy assistance in speech 
and 1 anguage training. 
The hearing loss of this group ranged from very mild to less than 
rofound loss but whose parents 
a 60db 1 oss, except for One Who 
had a P
46 
were also hearing impaired. 
The grade placement level and reading level for these students were 
at least two years below normal age level, except for the two enrolled 
in the kindergarten class. 
Three schools were involved with these students. One middle school 
had one trained teacher of the deaf and four students of which one 
attended the high school located next door. The other three students 
were integrated at the sixth grade level. The remaining eight students 
attended classes at an elementary school in grades K-5 with two trained 
teachers of the deaf to support them. In addition, each hearing 
impaired student worked with a speech therapist for at least two thirty-
minute sessions per week. Of the regular elementary school teachers 
interviewed, the maximum number of hearing impaired students integrated 
in their classes at one time was one, except for the kindergarten class 
which had two. 
Residential School for the Deaf: This school offered a program from pre-
school (age five plus) through high school for a total of over three 
hundred and fifty hearing impaired students whose hearing loss was 70db 
or better. They also offered programs for multi- handicapped hearing 
impaired children. Several students lived with their parents and were 
day students. The school also operated several satellite pre-school 
programs located in several regions of the state. The teachers inter-
viewed did not have any multi-handicapped hearing impaired children in 
their classes. 
Phase two of the design of the interview questionnaire included the 
formulation of the test draft copy and eventually the copy used 
(Appendix B). During informal discussions with several elementary 
47 
school teachers, sample questions for each section were asked to ascer-
tain the type of potential responses they wouli give. After several of 
these informal sessions, a working draft was assembled and submitted to 
several teachers, principals, a superintende nt, a nd a college professor 
in order to research their reactions a nd s u ggestions. Bas ed on these 
efforts, the field test draft copy was c ompl e t~d and field tested. 
Field testing of the interview protocol w~s developed for field 
testing the questionnaire and the interview prDcedures. Two elementary 
school teachers were selected for this phas e . One t eacher h a d a stand-
ard elementary teaching certificate and the se:ond teacher h ad the 
standard certificate plus a special rea ding teacher's certificate that 
included work in diagnostic methods and proce d 11res in t eaching r eadin g. 
The interviews for the field test work we re conducted using the 
same protocol described in the following infor nation. After a n inter -
view, their comments were reviewed with the m to explore their iresponses 
and interpretations to each question. These c omments were used to 
revise the draft copy for the final copy used ln this proj ect . Their 
comments were also used to help select the c he:k-list us ed to classify 
responses to the questions. 
Site Selection and Interview Arrangement s ; 
Contact was made with the Director of Spe:ial Education in Kentucky 
to obtain a list of school systems that could Jrovide the numb er of 
teachers needed for this project. They s u gges ted the Bullitt County 
School System in Sheperdsville, Kentucky. The Kentucky School for the 
Deaf in Danville was selected to represent a s pecial school for th e 
deaf since it was the only one locat ed in the s t a t e . 
Telephone contact was made with the s uperintendent of each school 
J 
48 
ot1 superintendents 
to re quest permission to i?nterview their teacl1ers. B l 
approved the concept and requested a brief description of the informa-
tion sought, the assistance needed from them, and the approximate dates. 
This i? n f ormation was provided and they appointed a contact person to 
make all o f the arrangements. 
The interviews were conducted on site in each school system. All 
interviews were conducted during individual conference time that had 
been arranged by the school principals. A minimum of one hour and 
fift een minutes was scheduled for each interview. 
I ti 
-I_n_t:e rv i?e w Protocol: 'I"  
1..I 
I ,It 
The general information regarding the purpose of the interview was 1 ti 
reviewed with each teacher at the beginning of the interview. They were 
:,1 
informed that their responses wou ld not b e gi? ven t o th ei? r a d m?i n?i strators 
and that only a summary would be provided. They were also informed that 
the i? nterview would be taped, beginning with the first section used for 
clarifi'cati'on purposes when the data was b ei.n g summa.r izde . 
At the beginning of each section, a brief overview of what would be 
asked was stated. To guard against any bias by the interviewer, no 
They were asked to feel free to expound 
Person a 1 opinions were stated. 
on any topic to explain what they meant by their responses. 
Following the formal interview, time was spent reviewing each ques-
tion to see if they would like to add to what they h a d previ?o us 1 y 
Stated. Several took advantage of this to rephrase what they had said 
earlier A few stated that the other 
and / or to add to their responses. 
questi? ons reminded them of related information to a previ?o us ques t i?o n. 
One of the teachers at the residential school was hearing impaired 
hel:'self and this interview was not taped. 
CHAPTER FOUR 
Findings and Results 
This project is designed to illustrate the need for teachers of 
hearing impaired children to have the necessary training to select 
appropriate basic, supplementary and remedial instructional materials to 
teach these students to read. In this chapter, a summary of the results 
of the analysis of the reading comprehension skills obtained from the 
five reading textbook series and the interviews with the regular elemen-
tary and hearing impaired teachers are presented. 
Reading Comprehension Skills 
Several tables are used to present the information obtained from the 
text analysis of the reading comprehension skills because they are the 
most efficient mode for presenting the comprehension skills, concepts 
and knowledge accumulated from the five reading series. These charts 
facilitate the study and comparison of the differences between the five 
series as to how each treated reading comprehension. The tables enhance 
the process of analyzing, comparing and evaluating the differences 
between the five reading series in each category. 
After an extensive examination of the information presented, it 
should be evident that the task of selecting additional resources or 
supplementary instructional materials for teaching any topic should be 
approached systematically by employing stated criteria to insure 
consistency relative to the factors of linguistic level, cognitive 
49 
50 
development 
and the skill itself. 
Several significant differences between the five reading series 
v1ere revealed 1 f h b 
, name y : the total scope o t e o jectives used to develop 
the 8 eri. es? 
' how the authors defined their objectives; their emphases on 
ctl? fferent 
conceptual areas; the timing of the introduction of the con-
Cepts ,? d 
an other information described in the following pages. The 
Tab l e l 
Comparison of th e i\uthor s of the Five Reading 
Se ries Definitions of Reading Co mpr ehens i on 
Reading Seri e s Definition 
i; inn 7:!0 R.:1inbow Edi tion "Comprehen s ion ~kill s are emp hasized in eve r y level . The reading and 
di scuss in g th e se l ect i o n of eac h l esson pln n focuses o n bot h J iter.,J <md 
inferentia l comrrel1 c ns i o 11 . lnfere11tial c ompret1c ns io11 i s ~ timu l at<:J 
th r ough the int erpre tation of f eeli ng , motive c;1nd trait s of ~ t o r y 
dw racters , as well as a number of othe r t f>c h niques . t"i t h g u idance ~rnd 
questio n i n g the child r en are h e lped to s uppl y missing in format i on ,and 
a nti cipa t e ou t comes . The develop in g Readi ng Sk ill s Section of C,H? ll 
l esson p l an e mphas izes t h e literal com preh e nsion ... " TE; JJ 
Nt, ..._?lear l y dPfincd <lf'finition nf n?,?1c.Jin~: c Pmprt?h<?n s io11 w;1 s p r,) v idvd i n 
r h L' tt?;id11..?r' s 111;1111, .- .J s 1) r s npp Prt mat t? rial s . 
\ 1..:~ t t~F~r0sm.:111 kc.1<ling " Thi.: natu n ? of Kc.iding: ex pcrien cl: l!X t endt?d . Ht? hind rh l? inLerl?s t -
11 1 1
m1tL'd RL':1din g Se ri es c~nt c r t!d st ru c ture of Read inJ! Unlim i ted J i(.?s ii p/iilosophv \,: /1 it:1 1 ll L' l !lll ;IJ n 
c ha r : 1) reading is .:in extension of n,,cur.11 l angu: ,ge dev1..?J o pmc..?,1t , 2) 
reading, li ke S/h::'C'c h, i s both a pe r s onal and a so <.: Lal form of 
c ommunication , and J) readi n g i s ~xperience ex tended." TE"J 5 
Amer i c.:m B;1::.- i e Reading "llH:' ,\me ri r.: .in B.:isic RC'.:tdi n ~ l'rogr;im incor po r .:itt? s ,  lan1t1 1:1>!t.:' ex pt' den c v 
Pro~r.:.im ;appro .:i ch to rt? ,.1 c hin g b1n:innin).: n?;1<ling. 1'11pil s.;1rt'.l'ncnur :.11_~t.?d tn ex -
plo r e clic i r o wn ex pt>r 1<'nces hL?f?r<.' t hey s l.1ar t.? vic:irior_i s l y 111 thv 
t' Xpt.:rit?nct.?s of P l ht.:r~;. In l onk 111 g ::t C/il?Jr own t?Xp~?r1t?'. : t? .t.:~ ? 1,up i / ,, 
!H.' come in vo l ved in both oral and written 1:o mprch e ns 1011. 11-.: jv , 
~le rri]l l.ir1gu i stic "Pro gram is based on ch e prin c iple s of ~rr 1Jcrural l i n~1J~stics . . . " 
Reading Program "Comprehe ns i o n-- Rcading ~s :r~atcd a s a .mean s ~f .a cq u~ r~ n g mea 1.1 ing, . 
.\o t onl~? th e mL?.:ini ng of 1nd1v1d11;1 J \..?o r c.Js , h u t ?.1 ~ ~0 t l'.t c unud,Jt ~t>rl mt? ;in -
in~s of sL" n tencc s , p.-:ira}!r.:i r.lhs , ;111d ~nt .1rc storHs. <.omprc? h e n s i o n i ~; 
a lwa s s tressed a s the pupil s mos t impo rtan t g~.:i l . For tli .-n r e a so n 
i c t~res tbat illust r ate! th t:? t ext !J .:1vt? l>t.-'en om 1:c e d from tile in .s truc -
~ional se l ections of rh e i<eadcrs to prC!vent pu pil s from using pi c.: t u n ? .': 
c lues to guess words a nd th ei r meanings. " TE:5-7 
follow ? b h 
lng information highlights the differences etween sources tat 
Progra 
m Planners must be cognizant of. 
One sh ou ld begin by exam.i ni? ng the definitions of comprehension used 
by th
e authors of the five reading series. Table One contains the 
def iu?~ tions provided by the authors in their respec t?iv e r e ading seri?es. 
~--::...- - ._~--- - -
51 
This information shows that several of the authors couched their defini-
tion of comprehension in terms of language arts or linguistics while one 
author did not identify a definition. A cursive review of all five series 
while comp l eting the analysis confirmed that language skills are consid-
ered an integral part of the development of the reading comprehension 
skills. 
The major categories used by the authors of the series are an 
indication of the differences in the philosophies used to define reading 
comprehension and organization of each reading series. For example, 
.tferrill Linguistic Reading Program, as expected, emphasizes language or 
linguistics. The other series incorporated language into their schema 
but did not clearly define their level of dependence. Table Two con-
tains a summary of the major categories used in each series that can b e 
used to compare their organizational schema. 
An inspection of the information in Table Three illustrates the 
first significant difference for program planners. The number of objec-
tive statements used to define the comprehension skills to be developed 
in each series vary widely. As illustrated in Table Three, some cate-
gories contain a long list of objectives while others contain only a 
few. In some cases, no objective statements are given within one or 
more categories by some authors. 
The emphasis on different topics by individual authors is the 
second significant difference. In the previous paragraph, the sheer 
number of objective statements was brought out as one indication of the 
problem in dealing with skill and concept differences between tex t 
s eries. One could assume that the more objectives in one category im-
plies more emphasis for that category. Generally, this could be true, 
52 
but one must analyze the differences not only quantitatively, but quali-
t a tively, to make the bes t judgement. 
Two effects of this imbalance in 
objective 
statements between series are when teachers try to cross match 
materials between two or more series. Program planners must be cognizant 
of Which book contains more descripti?v e an d d eve 1 opmen t a 1 i?n  f orrnat1? on 
relative d ? h h' h 
to specific skills; and the can or wit w ic an author defines 
Table 2 
Compari s on of th e Major Organizational Cate gories 
Us ed t o De ve lop Ea ch Re ading Series 
Te xtbook Ser ic s Major Organiza tional Categories 
Ginn 720 RaLnbow Edition Thr ee Ca tegori es 
---vocabulary ,I,'  
---comprehen s ion (lite ral and in fe rential) ,, 
---decoding ,, 
Scott - Fo res man Bas i c Four Cat ego ries 
Re ading Se ries ---word identifi ca tion 
---c ompr ehens ion (lit e ral. implied and 
evalua tive ) 
---s tudy and r esea r c /1 
---lite r a r y u11ders t a nding a11d apprec iation 
Scott-Foret,;ma n He ading Four Ca t egori es 
Unlimite d Readi ng Series ---word identifi ca tion 
---c omprehens i on (lit e r a l, implied and 
evaluative ) 
---li terary und e r s t a ndin g and apprec iation 
Ame ri can Bas i c Re adin g Two Cat ego ries 
Program ---word r ecognition (ph one tic and 
s tr uc tura l s kill s ) ,, 
---comp rehens i on (lit e rar y , vo cabulary. 
s tud ~? s kill s , and language/mechanics) 
Me rrill Lin guisti c Eigli t Ca t egories 
Readin g Prog ram ---lingui s ti c s kill s (wo r d a ttack and 
decod ing) 
- --lingui !:) ti c s kills (wor d ~c t a c k) 
- --ling ui s ti c s kill s ( en coding) 
- - - lin gui s t ic s kill s (synt a x) 
---comprehens i on and c r~ t ~c.:.il reading s kills 
-- - compr e l1 e 11s i on a11 d c r 1 c1 c al r e ading skills 
(ad j us t ed rat e for pur1>os e and 
diffi cul ty ) _ 
- -- c rcat i ve and in t e rpr c ta t 1 0 11 
---li te ra ry s kill s 
an area d etermines how different authors define what should be included, 
~Uch les s the level of intensity to apply to specific skills. The con-
Cept 
of What should be included is very important. If one author 
decfd es some specific skill is of minor impor t ance and can be developed 
53 
as Part of 
another broader skill 
' then program planners will not be able 
to identif 
Y and separate these ideas as required. Hidden or assumed 
sk1?.1  ls can be 
more of a problem for hearing impaired youngsters requir-
ing 8 . 
pec1.a1 programming than for normal ones. 
T,1.b le ) 
?~omp ar1 , on o t chc Numb er of Rr.ad1n& Co mprehen?1 o n Ob Jectlve: 
S tatement, U,ed in ~,ch Serie, to ~fine the l\.iclve Skill 
Arclt..!I Oht a ined frorw. the Aruly 1 1, of the fiv,: Re?ding Serie, 
."'  -Cl ."' "n ' ?" ' n" ' :; :1 
.t 5 
~ 0 ? 0 
;.- n a. " 7 ;- 7 a-t" t ~  n- --Reading Comprehensi on Ski 11 An~a, N .,, .a." .' ..., .. .,, .. . , 0 0 . 0 "   ii;: .,, , .. -" " "' ~ r: ~ ..0,  0 0 , 
" .~ E .!E  " ~ ':: '2 ~ . ~ t : ,, a. 
n 
K~ c ogn izin g Senten c e He~nin~ 0 0 ,I,I  
~ e co g n1 zing Ha in lde? 2 l 11 ,,,. ..  
~c cogr1lzlng and Re c alling De t a ils 21 
19 
Supporting Deta il~ 0 
Inferring K.ain Idca .s and Detaih 16 0 25 
Inferring ::h ara c ter 68 
!nfcrring Co mpa r i on ?nd Rel a tl onshipe 70 0 11
Predt c c1ng Outcome~ 16 
1 7 
Die ct ,1gui shing lictvcen fa ct , Op ini on 
Dt.st1nxu1sh1ng kc.1l1cy and F,,1n t ??Y 0 
The type of objective statements employed to define the goals is 
the 
. third si?g nificant difference. Table Four is an illustration of the 
:tdeas . 
1.n this section. Some authors repeatedly used the same objective 
Stat ement at different stages or levels in their series. Some authors 
def1? .ned the developmental stages using obj ectives linked to activities 
thto 
ughout their series to discriminate between levels of mastery . The 
s cott-F 
0 resman Basic Reading Program was the only source that clearly 
de1? 
:tnates its stages of development for each skill or concept. A 
.. 
Table 4. l. Sample of the type o( objec tive sta t e me nt s used in each reading 
series to des c rib e the s k ~lls a nd co n cepts to be mastered. 
2. Illus tration o( the v;Jriance in tile sequence or timing of the 
introduction of the s ki 11s and conc e pt s in t h e five series . 
J. Illust ration of th e mast e ry levels used in the Scott - Foresman 
Basic Reading Series to descri be eac h skill or concept. 
GE NERAL CONCEPT S , \.l TERAL C:O Hl'KElll:N S IOr,,; 
TOI' l C, I<,. i.: u ~ n l 1. 1 n ~~ t h c H ,t I n I d 1? ., 
HI. RP 
BASIC t '. UNCEl'T S L INN 1/0 S F R ll ABKP 
--!de nt ify, 2-9-)-251 id. main Ide a of A-2a id. main idea on book cover A-6 id . main idea of se lection 2- 1- 2) id. m:tin idea hy r1..?l.1t ing 2-8-84 recog. m...1.t n idea 
plcturc/tcxt r elation - text co picture )-7-15& rc cog. ffijin ide a selecl 1on 8- l Oa id. d e tails of a picture 
sh 1 p s 2- 1-2S id. m.Jin idc;1 from pt ..: L. piccure/vord (initial) l.-1-2-46 use 1,ic. cu~s to clarify or group of picture s 
paragraph s ..:o nt a in in~?. )-1-28 r eco g. lil l e a !:. m:iin id~a 6 - 11-159 rccDK? main id ea concepts & ,roccsscs C- 17d id main id ea to ld throu gh 1
main idea t)f s tory 8-4-lSO rc cog . lo1,ic s c11l. it\ (formal inst . l eve l) 4-4-6- 128 rccog. ro.ain idea of pie. or combination of pie. l 
parts 1st., middle o r I.1 st pos ttiun 7-!l-67 r ecog. main ld ca photo~~raph teXl 
as the mai11 id e a o f p,1r ;q~t'aph (rua s tery l ev e l ) 4-~- 1-1)0 us e pi e . c ue !; co ver ify G-blc.: id. main idea of a vritt l.!fi 
--D istinguish: 'J -l. - 1 )9 rc cog . topic s t?11t th.1c 8 - H-59 recog. main idc,1 co ntent selection vhcn main idea i s 
main id ea from p i ct ure ~ t!Xpress m.1in idea of p;1L1Kr .1p!1 ( rn :1incc r1 :111 cc lc v,?1 l1cgL1l S) 4-6-4-18& u se co11t c n t , pi e . c ue s directly sta ted in a tapir se11 t. 
bct u cc n main 1Jca ,1n1 I 10-)-121 id. paragrapt1 111 vl1i c l1 to so lv e riddle o r !.i ummary s t,1ccment 
s upporting dt!t,1i l s topi c sent. st ate !-. t h e m.1i n 4 - 7-2-198 u :;c pi e . c ue s co id. 
idea sett t ng 
- - Rl!t:ur,n l 1.e ll- S- :l8S rc co g. m:iin i<lc.1 st a tt!LI 5- S-t.-158 us e pie. cues to dete ct 
title ,1 s 1:1 :1 in idl!.i .1s t o pi c se nt. of p.1r:1~:r ;apli c ontc11ts of l) ook 
topi c se11cc11<: c t l1:1t l )- )-164 id. par .1>~r.1ph c h.1c / -l. -2 - 12) dislinguis l1 main id ea 
express m.1in idea c o,, tains t o pi c se nt. CX !lt?~ ss i11g and s u1)porti11g details 
of paragraph m.1 in idc.1 7-6-2-161 rc c og. m.1i n ide,1 o f s t o ry 
main i dea of paragra11 l1 lt..-1-5) rc co g. the m,1in td,? .1 l)t .1 segmen t 
in a story brief paragra1,t1 or s tory 7-6-t. - l 10 suaU11..1rize m:1in idea of 
main idea i11 a11 o ral l t.- 1-60 id. topic sent . 1.Jhi,? h se l ection 
expression sta te s the main i dea o f ., 8 - 4-5- 1 19 re co g. tn.:1i n id ea and 
p.1ragraph suppo rti11g details 
14-l-6l. add d ctai l s to s upport , 1 8-5-S -ll.l re cog . m.1in idea o( song 
m.1in idea of .1 p,1ragrapJ1 8-5-7-148 l l St! pi e . c ue s co broaden 
l !,-l-6S c hoo se a topic ta?11t. th,1t co n ct: pt s 1n t cxl 
s tate s t lu.? m.1in ide ;1 ,,f , 1 8-6-3- 1/ l. u se pi e . c ues to t1 c lp 
p ~lra~r.1ph dctcrmi 11 e co 11 tc11t s of books 
ll, - )-1S) distinr,ui ::> h lH!t\o/t't..'tl thi..' 9-)-2 - lS b use i1i c . c ues co rccog. 
m:1in idea and s upport in>~ 11l>t.li l s sett inr, 
1~-l-187 se l e c t <l~tail s (1 ?0~ .11 ~ 1)-)-7-97 id. introduc tory and 
.1rt i c l ..,  to s 11pp11r1 tv,, r:1..11'1 : co n c lud1n~: p.1r ,1 t~raph s 
iJcas l~ -l- 1-116 rc c<1 ~. p lt>t s tr,1cturc 
1:. - t,-20S id. chi.? ni,,in 1 d,?. 1 ,,1 20 - 2- )-65 1?ccot:? m;dn id(?,, of b0th 
.irt i c lt? .HI ,lnd (CX( 
} ~, - }-) l ft!C~'I:? 111, l l!l 1 .1 1?.f , ,r 
lH?al ,?xcr ci~; l' 
l )-1-'.:d rccot:? ti1pi 1 ?ot? 111 
~~ v e r~1 I par .1~; raph s 
l )- l- S9 Uc c iJ e vh\?Llll? 1 , ,?1 t.1111 
p.1rat:1? ;aph ~ h;1v1? ,l t11pl1 ? :; \?nt. 
1r, - l - &l1 detcrm i111? till' 111.1i11 i,11? ,1 
1\( p.:ir.11:r.1pll .ind lht?n m.1(<'11 
t 0pic SC lll, t 1\ , IJ)Jll'lll'I l .1l 1' 
1ur,q~ r.1 ph 
\ ',-J- I SO d l :; ti1q:11i ~;h h t? l\.1 1'1?1 , Ill . Ill \ 
idc:1 .11Hl ~; 11p1ll11 t i11~?. d ,?1. 11 I ~. 
?, - t,- IHt , ?,,? l; ?c! d , ?t. 111 :, 1,1 ..; ,q?1?,'tt 
l \..'II Ill.I 111 idt?, 1 ?, Ill , I ll , II I I , \, ? 
55 
sample of i. ts stages of development is illustrated in Table Four. 
None of the series employed clearly stated criteria relative to any 
specific d evelopmental, cognitive or linguistic strategy. One has to 
refer to the actual text materials to identify the cognitive or lin-
guist?l e functional levels expected. 
The fourth area of difference that creates programming problems is 
the t i?m ing of the introduction of the skills and concepts. Timing is 
Signif l. eant because it dictates the expected functional linguistic and 
cog ni? tive levels required to handle a specific skill or concept. The 
1 1 
introductory level varied among the several text an d instructional I 
11 
,,: ' 
levels i.n  the five series. Table Four is a visual aid to help compare 1 I, 
11? 
l'I' 
the tim .i ng levels within one concept level by the five authors. 1 1 Ii? 
; 11 
A complete summary of the reading comprehension skills identified 
11 
and c assified as a result of the analysis of the five series is pre-
11 
1 I' 11 1 
[ I' 
sented i. n Appendix A. The differences discussed in the previous state-
,11 , , 
111 
lllents can be reviewed in each section . 
1? ' 
11 
_lntervie~Questionnair~ 
The questionnaire was used to summarize the knowledge and training 
Of the two groups of teachers to teach reading comprehension to normal 
The information is summarized according 
and h earing i?m paired children. 
to the six sections of the questionnaire. 
Sect i? on I. Demora hie and Mainstreamin 
The d 1?k all sections of this surmnary, 
emographic information, 1 e 
is cti? vided into two sections based on district, i.e., regular elementary 
school f l d ft achers Table 
teachers and residential school or t1e ea e . 
56 
Five is a summary of the training and type of training that these two 
groups of teachers had that is described in the following pa ragraphs. 
Regular Elementary School Teachers. All five had B.S. Degrees in 
Elementary Education with standard elementary teaching certificates. 
Three h a d M.A. Degrees in Elementary Education, one in Library Science 
and one in Guidance. None of these teachers had any special education 
training. This group of teachers had an average of nine years of 
teaching experience. 
Tabl e 5 
Educational Background of Teachers 
Type and Level Pub lie School Residential Sc hool 
o f Training Teachers (N=5 ) Teachers (N=S) 
-?-----?-- ?-- -?----------------
Und erg raduat e 
Elementary Ed ucation ) 3 
Secondary Education 0 1 
Deaf Education 0 l. 
Gr..iduate Degrees 
Eleme ntary Education 1 
Library Sc ien ce 0 
Cu idance 1 0 
English 0 1 
Learning Disabilities 0 1 
Deaf Education 0 2 
Residential School for the Deaf Teachers. Three of these teachers 
had a B.S. Degree in regular Elementary Education, one in Secondary Edu-
cation, one in Deaf Education who was also hearing impaired herself. 
All five had M.A. Degrees, one in English, one in Learning Disabilities, 
one in Elementary Education and two in Deaf Education, inc luding the 
hearing impaired teacher. Only three h ad deaf education t eaching certi-
fica tes and two of these obtained theirs with the minimum of eighteen 
credits in deaf education. This group of t eachers h a d an average of 
twelve years of teaching experience with the hearing impair ed . 
57 
Mainstreaming was defined by the teachers interviewed as having 
handicapped students enrolled in their classes for one or more periods 
per day. In the public school population used in this study, the hear-
ing impaired were all integrated or mainstreamed for physical education, 
art and music. Only two of the students were enrolled in the reading 
and language classes. Furthermore, all of these students were inte-
grated into the regu lar classes at least two years below their chronolog-
ical age except for one of the two enrolled in the kindergarten program. 
This exception was a child whose parents were also deaf and his social 
maturity was also judged by his teacher as being almost normal. 
Regular Elementary School Teachers. One supporting idea expressed 
l . 
by a l l of these teachers was that the hearing impaired child needed to ,I,,  
,, 
be integrated because of h i s social development. For a hearing I I 
impaired student to be successful in their class, these teachers felt 
that the individual had to have a mild hearing loss, the ability to 
speak and use good language skills. The hearing impaired should be en-
I' 
rolled in the skill classes of reading, language and math, according to 
the teachers ' comments. 
Four of these teachers fe l t that the hearing impaired needed spe-
cial teachers in language arts, reading and math. They also felt that 
these students needed extra help in reading in such content subjects 
as science and social studies. 
Several of these teachers expressed fear and / or frustration in 
handling teacher-student cornnunication, especially with an individual 
who required sign language to communicate. They expressed the concern 
that the communication problem with the hearing impaired children slowed 
58 
down the ed uca t i. onal process with the normal children in their classes. 
They sta ted that they had to write many of the instructions on the board 
One teacher who taught second grade math 
for the hearing impaired. 
thought the process of writing directions on the board 
stated that she 
insi?m ple language for the hearing impaired children was helping the 
0 ther students better comprehend what she was teaching. 
Residential School for the Deaf Teachers. All but one of these 
teach ers expressed the idea that some of the hearing impaired should be 
mal?n S t reamed. They believed other children should be permitted to try, 
but not forced, to remain in these educational settings. One teacher, ,I  ,. 
Who was also hearing imp?ired and worked in regular elementary schools 
I 
as an i. nstructor in a special classroom for the hearing impaired, 
stated that , based on her experience as a c h1' ld an d as a teacl1 er, she 
I ' 
I 
I 
did not b elieve in the mainstreaming concept. 1,, 
I 
All of these teachers expressed the need for special training for 
the h earing impaired in the skill subjects like reading, language arts, 
math and speech training. They did not feel that the regular school 
, ' 
could offer sufficient support services. An example was that the chil-
Qlre n enrolled in their school received speech training daily, not during 
two or three 30 minute periods per week . 
These teachers thought that the hearing impaired children would be 
1l?U lited because of their hearing loss and limited oral communication 
skl? lls in the extracurricula school activities in which they would be 
able to d. rt and other social 
participate, such as cheerlea ing, spo s, 
events. 
59 
Section II 
~ ? Teacher Training to Teach Reading 
to Normal and Hearing Impaired Students. 
The purpose of this section was to summarize those questions deal-
ing With teachers' formal and informal training to teach reading to 
normal an d/ or hearing impaired students. Table 6 is a summary of the 
informa ti?o n presented in the following paragraphs. 
B._egular Elementary Teachers. These teachers had an average of 16. 2 
Table 6 
Fo rmal and Informal Tr a ining to Teach Reading 
Cr. Public Sc hoo l Res i<lentL1l Schoo l I 
Typl' S ,, r Trainin g I/r s . Teachers (N; 5) Teacher s (\; 5) I? 
I 
-?--~------ --------- - ------?----- ,I . 
I? 
Co ll c'gl' Cred it s 
Under g r :1d11 atfl 0-J 0 0 
4-6 l. J 
7-9 l l 
LO- l 2 1 0 
12+ 2 0 
0-J 0 2 
4-6 l l 
6+ 0 
l ll ~ll'rv i ct? :111d 0 hr s . 2 0 
h'o 1? ks li11ps l- 2 2 0 
J-5 0 l 
credit h 
ours in teaching reading to normal children with a range of six 
to thirt 
Y credit hours at the undergraduate and graduate levels. 
These teachers had a t tended only one or two short mini inservice 
train ? 
ing sessions or workshops designed to implement specific reading 
instr 
uctional materials into their district. No special training to 
~ork ~ith the hearing impaired had been includ  e d in these sessions. One 
teacher had previously taken some sign 1 anguage t rai.n i.n g on h er own, 
but th ? 
is ~as only a simple introductory course. 
60 
Resi? d ential School for the Deaf Teachers. This group of teachers 
had an average of 7.2 credit hours in teaching reading with a three to 
twelve credit l1 our range of training at undergraduate and graduate level. 
Only three of these teachers had three or more credit hours in teaching 
reading to the hearing impaired. One of the beginning level teachers 
did not have any training to teach reading to either normal or hearing 
imp ai? red child ren. 
Three of these teachers responded that they had participated in 
some i. nservice training workshops that focused on teaching reading to 
heari? ng impaired youngsters. One had attended three such workshops and 
I 
) '' 
I 
the others one or two each that were approximately three hours in dura- I 
), 
)' 
tion. The other two had attended some language development workshops, I ) , 
but none in reading. 
) , 
'I,  ' 
Section III. Instructional Proced  ures A 1i? ed  ? I 
This section obtained responses to the questions about the textbook 
Selecti? on procedures, assignments of students to programs, and their 
0 Pl? nion as to which methods of assigning students to specific programs 
they would prefer. 
Re ular Elementar School Teachers. Textbooks were selected by a 
commi?ttee of teachers that recommen d e d a seri? es f or ado p t?1 on  t o th e 
admi? ni? stration. No considerations were given to special education stu-
dent s enrolled. Specially trained hearing impaired teachers provided 
tutor?i ng work in addition to regular work for those who were not 
enrolled in the regular classes for reading, language and math. The 
textbook series adopted by the school system i? s centere d on a 1 anguage 
bas e d reading . tructured vocabulary skills, b ut t1l e 
program using s 
61 
teachers interviewed pre f erre d t h e p h oneti. c system for teaching reading. 
students are assigned to these teachers by their supervisors and 
school a d ministrators. One supervisor stated that the staff had com-
pleted some screening before the students were placed in their classes. 
The supervisor had no training to work with the hearing impaired. 
regu-
The selection of the instructional materials was based on the 
lar teach er ' s selection for her normal students. The placement in the 
reading groups within a class was made with the advice of the special 
hearing impaired teachers at the school. Placement was based on the 
regular and special hearing impaired teach  ers ' eva1  uati.o n, student 
I 
1?? 
California Test of Basic Skills CTBS-U) test 
Performance and the ( 
informat i?o n. 
Oral communications were used in the regular classes since none of 
I , 
I? I' 
teachers could use any form of sign language. Total commun- ' 
the regular I? 1 ? 
ication , which involves the use of signs, speech and other visual aides, , , 
Ii I 
and / or oral communications are used in the special classroom with the 
hearin g i.m paired teachers. some parents have refused to permit sign 
language in any form to be used with their child. 
Residential School for the Deaf Teachers. Teachers and supervisors 
reviewed perfonnance and test data, when avai 1 a b 1 e, to group t h e stu-
F f ten, most of the evaluation 
dents. 0 or the students under the age 
Was based on performance, not achievement test data which the teachers, 
supervisors and administrators felt was not accurate because of the 
ing ? d abulary The key criteria 
hear? impaired's delayed language an voe ? 
tal communication, oral skills 
Used toWas their functional skills in 
eneral ability to think, perform 
(rece gpti.v e and expressive) and the 
lllath 
and other school tasks, 
62 
Th 
rough the age of eight, most of the instructional materials used 
Were 
se1  ected for language experience developmental activities. When 
reading w . 
as introduced, the Scott - Foresman Reading Unlimited Series was 
used. Th e teachers made most use of the materials at the beginning 
levels 
Which used life-oriented topics about families and daily living 
activit? 
les to develop basic concepts that the youngsters could express 
to Oth 
ers in their own living environment at school and home. 
Section IV. 
Selectin and 
~ial Reading 
The focus of the questions in this section was designed to gather 
informat ? 
ion regarding the criteria used, procedures applied, and a I 
I' 
descript ? I 
ion of the materials used to supplement and / or replace the ,I. , 
regular reading materials when needed. 
~lar Elementary School Teachers. Most of these teachers stated 
that for b h 
ot regular and hearing impaired students, their reading /I I,' 
s uPerv? 
lsor recommended materials for remedial and/or supplementary 
activiti? . 
es, with the final decision left with them. Most of the supple-
lllentary 
materials came from commercial materials like SRA and other 
reading k 
its available on the market. The kindergarten through third 
grade 
teachers stated that most of their materials came from tex tbooks 
and 
Workbooks with extra emphasis on phonetic work. 
Four of the five teachers stated that they would prefer a struc-
tured 
Program that provided guidelines showing the developmental 
Patter f 
ns. However, two preferred the regular textbook to de ine what 
Should be 
taught while the other three would use the developmental guide 
and th 
e textbooks for their materials. 
63 
Residential School for the Deaf Teachers. The selection was mostly 
the teacher' s decision, but the supervisor would help, especially when 
h e lp was requested. Also, teachers at the same level of instruction 
regularly discussed materials for different needs. These areas of 
criteria were used when selecting instructional materials, namely: 
content, vocabulary and language difficulty level. Most of the mate-
rials selected were developed specifically for the hearing impaired; 50 
percent or more of the materials used were teacher- made by either re-
writing social studies materials or developing new materials. At the 
two upper levels, instructors stated that as much as 70 percent of the 
materials used to develop the reading skills were materials that they 
had re- written to include specific content while controlling the voca-
bulary and language skill levels. 
Four of the five stated that they would prefer a structured curric-
ulum showing a developmental pattern for all skills. 
Section V. Linguistics: Formal and Informal 
Training and Application in Teaching Reading. 
The questions in this section sought to determine the training and 
application of linguistics (transformational grammar) by both groups of 
teachers in relationship to teaching reading to the hearing impaired. 
Regular Elementary School Teachers. Three of the five had no idea 
what linguistics or transformational grammar meant beyond the concept 
of the study of language. One had an introduction to linguis tics as 
part of two reading courses. One had a course in transformational 
grammar and linguistic structures o f language but had never applied the 
information in five years of teaching with either regular or hearin g 
64 
impaired children. Therefore, none of these instructors considered 
in these ection of instructional materials. 
language level as a factor 1 
Only two of them mentioned that they simplified the directions given 
orally for the hearing impaired youngsters. No changes were made in 
language text, as well as homework drills and practice 
the reading or 
materi? a1  s assigned. 
Residential School for the Deaf Teachers. Four of the five teach-
ers interviewed had some training in linguistics or transformational 
A summary of their training was: one secondary English major, 
grammar. 
two with ni?ne credits in lingu?i sti? cs, an d one w?i  th tl1 ree ere d i? ts. The 
fifth teacher had completed several inservice training workshops and 
received 1 elp from her supervisor, 
All five of these teachers stated that they could not separate the 
limitat?i ons of transformational grammar an d read i' ng s ki' lls  whe n they 
developed and / or selected instructional materia1  s to teach  reading and 
Writ i? ng to their students, They further stated that they controlled 
the expressive language that they used with the individual students dur-
ing i? nstructional periods, The first two instructional levels relied 
almost entirely on materials they developed in which they controlled 
the grammar vocabulary and content, 
' 
of 
Finally, teachers were asked if they had ever had a course in edu-
cational technology or a course in which the concept of criterion-based 
? Perfo 1 ? ed All teachers in both groups 
or rmance objectives were exp ain ? 
Stated that they had been introduced to these terms, but that none had 
65 
been taught to use the concepts effectively to determine instructional 
criteria for their students. 
,? 
I 
' 
, 1 
CHAPTER FIVE 
Conclusions and Recommendations 
The purpose of this study was to facilitate the tasks of teachers, 
supervisors, program planners and developers to select basic supplemen-
tary and/or remedial instructional materials in reading comprehension 
for hearing impaired children. The two areas studied were: 1) text 
analysis of five reading textbook series for their reading comprehension 
skills, and 2) teacher interviews of several teachers that work with 
hearing impaired students in regular elementary school s and residential 
school for the deaf for a summary of their skills and knowledge to teach 
reading to normal and hearing impaired children. 
The content of Chapter Four could have several separate, but proper, 
interpretations. The information could be used to interpolate the train-
ing of another group of teachers relative to these concepts when and if 
the same or a similar questionnaire is used. Information from this pro-
ject could be applied to interpret another educational program provided 
the interpreter is cognizant of the specific group ' s training and 
experiences with both regular and hearing impaired children. 
The content analysis of the reading comprehension skills obtaine d 
from the five reading series should be considered as part of the staff 
training program to improve the decision making process for instructional 
materials. For this project, the information from the interviews were 
interpreted relative to their importance for preparing a staff develop-
ment program for teachers, program planners, supervisors and curriculum 
66 
67 
interested persons who work with hearing impaired children in either 
integrated or special schools. 
The two sections were reviewed separately, then a composite of the 
recommendations was presented. Minimum details relative to the content 
of the in-service programs are listed in each section because the 
summary lists specific concepts to be considered, suggesting implemen-
tation procedures and recommendations to be considered for teachers 
that work in different types of programs, i.e. , regular elementary 
schools, special classes, etc. 
The recommendations are based on the findings obtained from the 
research of the total project. The concepts are included to define a 
decision-making criteria used to define the elements of staff training 
under consideration. No single program will include all of the ideas 
that individuals at one site will consider the most important. However, 
these recommendations can be used to define the local needs by providing 
criteria to begin studying their local needs rather than starting from 
scratch. The idea is to provide directions to better develop and imple-
ment inservice or workshops that improve the instructional programming 
for hearing impaired youngsters in similar educational settings. 
Reading Comprehension Skills 
The differences illustrated in Tables 1,, 2, 3 and 4 and summarized 
in Appendix A can either collectively or individually create programming 
problems for teachers, supervisors and curriculum personnel seeking 
regular, supplementary and remedial materials. Unfortunately, the dif-
ferences between textbook organizations do not exist independently 
relative to their design, goals or implementation procedures. 
68 
Consequently, program planners should be cognizant of these existing 
diffe rences i. ncluding the other elements of the text beyond the reading 
compreh ensi. on section studied in this project. Supervisors, teachers 
and othe r professionals must be knowledgeable of an acceptable set of 
er?i teria that define the reading skills that they can use to evaluate 
and b jectively analyze instructional materials in a variety of source 0 
for application to their program, The availability of a criterion 
stated scope and sequence is important because some personnel working 
With h eari.n g impaired or other students do not have sufficient knowledge 
and t rai.n.in g in linguistics, cognitive functional levels, and structural 
development of reading to select goals for learners that require special 
Furthermore, the time required to screen and select 
considerati? ons. 
appropriate instructional materials is not available for an in depth, 
Accordingly, the selection 
on-th e-spot study of a series of materials, 
of su PP 1 ementary and remedial materials should be made using stated 
The criteria 
crite ri. a with defined task levels, not general goa1  s, 
should i? nclude skills to be mastered, the language per f ormance level to 
be expected, and techniques to evaluate the performance by the learner. 
For the instructors working with hearing impaired children, the 
knowledge of required linguistic l evels and cognitive skills is a pre-
requisite to selecting materials for individual learners, At the 
begi? nning instructional levels, the teacher working with these students, 
especially those with severe hearing loss, may have to develop special 
inst ructional materials, Using restricted linguistic, vocab  u 1 ary and / or 
cognitive levels in each phase of the development of the oral, reading, 
and Writing . word or phrase to sentences and 
skills, from a sing1e  
._~ _, ~ ~-
69 
paragraP h  s according to the learner's developed functional ability, may 
be necessary. 
Another factor that must be considered in the development of 
instru c t i? onal materials is the degree of difficulty in the content which 
If content is 
the residential school teachers mentioned several times. 
foreign to t h e l earner, then another factor is introduced which could 
also b ecome a 'failing' factor. In summary, the program developer must 
consider , i. n addition to the reading skills, the limitations involved 
bee ause of the cognitive and linguistic levels and the content of the 
materi. als included. 
Appendix A contains the descriptive identification information for 
each source including: publisher, author(s), organizational structure, 
instructi? onal grade levels, testing informati? on, supp 1 ementary materials 
available , and a description of the reference co d e f or each source used 
to classify all of the information obtained from the analysis of the 
textbooks. 
Appendix A also contains the compilation and listing of the objec-
tive s employed by each author to define and develop the reading 
comprehensi. on skills wh ich were classified accord i.n g to t h e secti.o n 
defined in Chapter Three. A unified organizational definition was used 
for thi ? Trying to use five dif-
s project to classify the information. 
ferent definitions would make it almost impossible to critica1  ly compare 
and study individual differences between the five reading series. Using 
Append?i~ 1 ? t their scope 
a A, one can examine and compare sources re ative o 
Of content for one or all five series per category or their total scope 
can be examined; the areas receiving the most emphasis by one or all 
70 
authors; the o b jective statements format employed by each source to 
define their goals; and other information found to be of interest to the 
reader. 
One effective method to analyze and comprehend the contents of 
these mater1? als would b e f- ?i rst, revi? ew  tl1 e  t o t a 1 scope o f the informa-
t?i on included by each author and th.e oiiiganizational format to get a 
general "d ea of the information available. This step includes becoming 1 
familiar w.1 t?1i  the content of each category for each source as well as 
content of each category. Secondly, identify the areas from 
the general 
each source that received the most significant amount of emphasis. 
Thirdly, note the variance in the depth, scope and style of objective 
statements employed by each author to d e f 1"n e t h esk 1" ll s, concepts and 
know~, e d ge included. Fourthly, compare and contrast the five series by 
takin gone category at a time to survey the differences in the scope of 
the i?n formation contained which can then be used to identify the 
Fifthly, begin to conceptualize by 
strength and weakness of each. 
combining a list of specific skills that should be included to complete 
the list an d applyi.n g this information to program p1a nni?n g, d eve 1 oping 
and impleme ntat1. on procedures. 
Interview Information 
Each section of the interview was reviewed separately utilizing a 
Specific ideas for training in each 
Similar format to Chapter Four. 
segment are listed in the concluding summary remar k s. 
~Educat? -
Th f factor to be considered when comparing these 
e ? irst significant 
71 
programs was the student population of each. In Chapter Two, the educa-
tional needs of the hearing impaired were presented based on their hear-
ing loss. The students at the residential school represent those who 
requi re the most extensive program modification to fit their educational 
needs. However, the process of selecting materials for supplementary 
and reme  di. al materials is similar for either educational setting. There-
fore , the competencies needed for each group are similar with only the 
level of application varying to fit the needs of the specific learners. 
The implication of various strategies to improve the educational 
program or i. nstructional procedures is examined in the skills defined 
in th e following sections. 
-M-a-J?: -!l.s-trea=rnino?-  
One conclusion derived from the interviews was that both groups of 
teachers had considerable disagreement on the pro and con of mains t ream-
Given appropriate conditions, all of the 
ing hearing i.m paired children. 
teachers , except one, felt that the hearing impaired children should be 
Permitted to try an integrated or mainstreamed learni.n g envi. ronment. 
llo"W'ev er, if the academic or social progress was not considered success-
ful "W"ith...; n a reasonable time period, then the teachers, especi? a1 1y  the 
teachers of the deaf, felt that the child's program shoul d b e re-eval-
uated to determine a more appropriate instructi?o na1  env?i r  onment . Th e 
lllaj or obstacle identified by the supervisor of the hearing impaired in 
the r egular elementary school district was the parents who refused to 
cons id er mod;f . h . g their child , s class p 1 acement . The 
... ying or c angin 
tequi? rements of Public Law 94-1-2 give the parents a strong voice in 
<let ernuning the placement of their child. Therefore, in some cases, the 
72 
st actua 1.n ormation to counsel and convince aff muS t have suff1.?c1.?ent f 1 ? f 
the parents of the need to change their child's educational program. 
Sometimes this is not possible, leaving the local district to make the 
best of a difficult task. 
The most significant bit of information obtained from the regular 
teachers was their concern and / or fear of the communication problem in 
their cl asses, especially with the severe and profound hearing impaired 
Children. They did not feel comfortable using sign language because 
they d.d not have the training to use it effectively. Recognizing the 1 
intend ed goal of not using sign language in their classes, it was clear 
that ese teachers felt the need to have either sign language or an th
approv e d alternate method to communicate more effectively with these 
students. 
Another important concern expressed by the teachers in the regular 
elemen tary school was that the progress of the regular students was 
be1? .ng slowed by the presence of the hearing impaired children in their 
class. This concern,which is relative to communication, could place 
these teachers under strain that could result in one of three possible 
c.lassro om decisions regarding the hearing impaired children, namely: 
1) i.g nore them and teach the regular students as usual, 2) spend exces-
sive t i?m e with the hearing impaired at the expense o f t1l e anti? ci? pate d 
Prog ress of the normal children, or 3) proceed at a normal rate and pro-
Vide as much extra help for the hearing impaired as possible, As several 
teachers stated t;n e in their classroom was limited, if 
1
, extra tutoring ~ 
not 1? .mpossible. The third choice is the preferred, but f or a cl1 i 1 d to 
be successful in this situation, the characteristics for success listed 
?d r Severa o t e regu ar 
in Chapt er Two are very important to consi e ? 1 f h 1 
~&...t..~=. .....- __,--_,,.--
73 
e same characteristics 
elementary inS t ructors menti'oned some of th 
necessary f or the hearing impaired to be successful in their class. 
One should conclude that the regular elementary teacher needs train-
ing in the total educational needs of the hearing impaired, including 
commu . Like the preceeding section, the specific n1cat1? on skills. 
recomm eudations are presented in the summary list at the end of the 
section al i. nformation. 
~Tr i?n g-  t 0 Teach Readin_g_. 
Several gaps in the training of both groups were identified from the 
The regular elementary teachers have considerable training 
interviews. 
in the  fundamental methods of teaching reading, especially phonetics, 
but ery little training in the development of the reading skills schema. V 
More s.i gnificantly, they had little or no training to teach reading to 
special education or problem readers, especially the hearing impaired. 
Ther e are several points to consider, I f t h e regu 1 ar elementary 
not have any training in diagnostic, prescriptive teaching 
teachers do 
Procedu? res in reading, how can they explore the instructional needs of 
If the teachers of the deaf 
the normal much less the hearing impaired? 
' a well developed concept of what is considered normal read-
do not have 
ing 'as well as lacking diagnostic reading skills, how can they make 
be taught next and how best to 
logical decisions about what should Hence, 
approach the preparatory skills for the next instructi.o na1  1 evel7.  
the scope of training in either group does not all= sufficient decision-
lllaki? ng criteria regarding the needs of the hearing impaired students. 
The regular hers described phonetic training as the 
e 1 ementary teac 
key, not specific reading skills, These teachers generally followed the 
~ ;IC'. V: - - ____:-'~ ,,;;:--,,,;,::,~ __ ......=--
---.i 9'!:Jh ~~7" _;,_..-
74 
read? a gu1. e that describes the 1.ng textbook but felt the need to have "d 
developmental stages of the reading skills to aid them in the decision 
making process. The teachers of the deaf stressed language but did not 
attend to specific reading skills. These teachers, like the elementary 
teachers expressed the need for a criterion-defined reading skills 
' 
cur r1?. culum g Ul". d e. 
The general conclusion was that both groups need training in the 
dev e 1 opmental stages of reading skills. The regul ar elementary teachers 
need in diagnostic and special education relative to teaching training 
reading. The deaf teachers need a broader scope of training in teaching 
the methods of teaching normal children to the diagnostic-
reading from 
Prescr1. .pt.i ve methods of teaching reading. 
~Inustc tional Procedures. 
The placement procedures utilized in the public school appeared to 
be the 1.n1.mum criteria to determine in which class or with which teacher m? . 
a hearin g i.m paired child was placed. The supervisors used a composite of 
the ch1."ld's diagnostic information from psycholog.i sts an d oth  er sources 
of <lat a, but they did not involve the receiving teacher in the decision 
g process. d h they did not know that they would have 
!Uakin Many state tat 
a h earing impaired child in their class until school started. These 
teachers indicated that they did not feel that they had  su ff?i ci?e nt train-
ing t effectively work with these children. They stated that they were 0 
fru rated in their attempts to program for these children. As expressed st
ear1> ? er, they felt that they were holding the regular stud  ents b ac<'  while 
they  attempted to work with the hearing impaired. 
The h . re all placed except for two 
earing impaired students we ' 
k 75 l?. ndergarten stuctents, at least two years below the normal age level. 
Furth ermore . 
'no interpreter or additional help was in the classroom 
to assist th 
e hearing impaired students. The regular classroom 
teache 
rs requested l1 e1  p by the trained teachers of the deaf, speech 
as s1? .stants 
and other help when possible. 
Row did the teachers feel this situation could be improved? They 
requested 
training in communication, the needs of the hearing impaired, 
and other 
items such as special classes in language and math for these 
Students. 
They all agreed that the social classes mentioned earlier 
"'ere f l.. ne. 
The residential school for the deaf teachers said that individual 
student . . 
ab1.l1ties in language, communication and other factors were used 
to 
p1a ce the 
hearing impaired into instructional groups at their school. 
These 
teachers h ad better supportive assistance than the regular e l emen-
tary 
teachers because their supervisors had training and experience to 
"'Ork With 
these students. Also, they were able to discuss their in-
Struct . 
l.onal problems with their peers while they were occurring and make 
lllodificat? 
l.ons Within a day or two. The regular elementary teachers did 
not f 
eel that they were able to make the adjustments as needed. 
lemen t ar Materials . 
As a group, the res i dential school for the deaf teachers had a more 
tea1l.. st l?. c perception of the type of materials that their students needed; 
"'her 
eas, the regul ar e l ementary teachers could not perceive the solution 
to th 
e pr o bl ems that they faced, parti?c u1  arl  Y for those whose oral recep-
t:i_" e and 
expressive skills were limited. 
Residential school for the deaf population consisted of more 
76 
s tudents with severely delayed language than those enrolled in the public 
s chool, due to ~he greater degree of hearing loss. Therefore, these 
teachers recognized the child's functional language level to select 
instructional materials appropriate for individual needs. The most 
difficult task for the residential teachers of the deaf was finding ma-
terials on the appropriate instructional level. Consequently, training 
in the normal development of both the reading and language skills is 
necessary to make objective decisions regarding materials from other 
s ources or to write materials for specific needs. 
The regular elementary teachers did not recognize the student's 
language performance or functional level as a basic criteria. One said 
that she had to simplify her directions and explanations but did not 
express any concern that the text materials could be above the child's 
comprehension level. 
The training in this section would be related to task analysis, 
identifying reading levels of materials, interpreting reading skills and 
correlating the development of the reading skills with the student's 
linguistic level. 
Linguistic / Transformational Grammar. 
The regular elementary teachers, except for one, had little concept 
of the meaning of linguistic or transformational grammar in general or in 
relationship to teaching reading and language arts. Based on the inter-
views, these teachers depended on language arts textbooks for teaching 
language skills, just as they depended on reading textbooks for teaching 
reading. Furthermore, these teachers relied on the cross reference 
materials provided in the teacher's manuals for supplementary materials . 
77 
Additio nal  suggestions were provided by their supervisor of reading. 
The teachers of the deaf had more knowledge of the functional rela-
tionshi' p between language and teaching reading. Their raost significant 
probl em appeared to be the lack of knowledge regarding the development 
of tl ~ skills mentioned earlier, plus additional training in the 1 e read;ng 
tot a 1 scope of transformational grammar. Each stated that she had some 
training ;~n  transformational grammar but did not feel that was enough. 
Only one teacher had several courses where the relationship between 
read in g and transformational grammar was the focal point of the course. 
For the regular elementary teachers, there appeared to be a need 
for an extensive course in transformational grammar structure plus work 
in the connective relationship between language level, reading skill 
Similar training would be appropriate 
level and cognitive development. 
for tl1 e residential school for the deaf teachers also. 
~Beihao ?r al Objectives. 
Neither group of teachers had sufficient training and experience to 
effe cti.v ely use criterion objectives to define instructional goals that 
could be used to select instructional materials for specific needs. The 
abil.i ty to perform task analysis of the skills, write PERT charts and 
link the necessary reading and language skills nee d s to be d eve 1 oped . 
The teachers in both groups bad very little training in educational 
techn ology skills necessary to develop and utilize media of a variety of 
type s, as well as writing programmed instructional materials an d other 
related skills. 
In training them to use performance objectives and develop the 
nee essary skills to design and implement specialized instruct1?o na1  
78 
materials e total array of educational technology skills including th
' Almost all of both groups of teach-
medi? a utilization could be included, 
materials but did not know how they were developed. 
ers used SRA type 
sumrnar_y 
oversimplified conclusion that could be derived was that neither 
One 
the hearing impaired students. 
group of teachers was prepared to teach 
have considerably more training in the 
The regular elementary teachers 
Process of teaching reading but lack knowledge of the development of 
For hearing impaired children, they lack knowledge 
the readi? ng skills. 
of the effects of hearing loss on language development. 
gu ar elementary teachers could profit from training in the 
The re 1 
follow?i ng areas if they are expected to have hearing impaired students 
int egrated in their classes, 
? Knowledge of the effects of hearing loss on the educational 
1
Program m.i ng needs of hearing impaired children in general and specifi-
c:any  those with mild to severe hearing losses, The inclusion of all 
levels of hearing loss would facilitate the differentiation of the needs 
Of the hearing impaired enrolled in their classes versus others. 
Knowledge of program modifications necessary to accorronodate the 
2. 
hear?> ng impaired mainstreamed or integrated in their class, i.e., lan-
guage evels, modified instructions, communication skills, and so forth. 1 
Knowledge of the communication needs of the hearing impaired, 
3. 
Training in sign language 
both O0 ral an d total communication met h d s. 
should be included for both teachers and hearing students, 
Knawledge of all educational programs available in their state 
4. 
and throughout the nation for hearing impaired children to make an 
- ..;. --
~ ---=-=-- -~~ -~~-- ~  - - -
79 
intelligent 
comparison of the educational opportunities available to the 
hear? 
ing impaired b 
to e able to discuss alternate programs with parents 
and other 
professionals. This is especially important training for the 
supervisors and 
special trained teachers of the hearing impaired. 
5. 
Training in transformational grammar from the simple kernel 
sentence 
through complex structures. This is needed to interpret and 
Simplif 
? Ysome of the instructional materials and directions given to the 
hearing 
impaired, especially in remedial and supplementary work. 
6. 
Knowledge of educational technology skills associated with 
vJr l. ting 
programmed instructional materials and media to identify and 
def? 
l.ne special presentation and ways to select materials using criteria 
to def? 
ine specific needs. 
7
? Develop sensitivity to the effects of hearing loss on the 
emot. 
lonal stability of the hearing impaired child and how to cope with 
the 
se needs .;..1. 1 t h e1. r c l ass . 
The most apparent weakness of teachers at the residential school was 
in the 
area of teaching reading. The second significant need was a more 
comPrehe . 
nsive knowledge of linguistics, such as the one defined for the 
regular 
elementary teachers. Some of the needs of this group we re like 
tn. 
l.rror 
needs of those defined for the regular elementary teachers. The 
area 
s suggested are listed below. 
1. Knowl edge of the structural development of reading skills from 
"isua1 
Perception or pre-reading skills through interpretative rel:l.ding. 
2. Knowledge of the transformational grammar , similar to the 
idea 
s Presented for the other group. 
3. Develop the ability to link (1) and (2) together to develop 
80 
the conce pt and application of the interrelation between these two 
skills to improve the selection process of basic supplementary and 
remedial reading materials. 
4. l~,owledge of educational technology skills, such as writing 
criterion- reference objectives, system management techniques, procedures 
to write programmed instructional materials, etc., to facilitate the 
decision making process needed to select appropriate instructional 
materials. 
Recommendations for Inservice Training 
The following statements include several ideas worth considering for 
inservice training to increase staff awareness and skills in the areas 
listed. If these are undertaken as the focus of staff development 
through inservice training, then they should be well planned. The school 
system should contact a source like Gallaudet College in Washington, 
D.C., which is the Center for Deafness or some other college with a pro-
gram to train teachers to work with hearing impaired students, to help 
identify the needs and procedures to make sure that the materials and 
content of the workshop and / or inservice training meet the staff's needs. 
Also, do not attempt to use one or two short workshops for these topics 
because it would be a waste of time and could create misleading guidance 
to a staff unfamiliar with these topics. True, most colleges include 
course-work similar to some of the information, but the coordination 
and linking of the information for teaching reading for the hearing 
impaired is typically done in a more abstract method. These workshops 
could be coordinated by realistically integrating the development of the 
teachers' knowledge into the task of producing usable instructional 
81 
materials . Active staff participation could be expected if a long range 
type of inservice training could b e designed, developed and implement e d 
to incorporate the learning and application together . The one shot pro-
grams usually tend to "turn-off " teachers before they ge t started. To 
help encourage active participation, consideration of the following 
could help motivate individuals to participate more actively: excused 
time from teaching duties, special pay or college credit. 
Topic for Inservice Training. 
Because of the differences in training and experiences between 
s taff members of both schools relative to the following information, 
only a descriptive outline of what should be considered for inservice 
will be given in addition to a recommended sequence for implementing the 
training program. 
The following recommendations define the skills and knowle dge that 
s hould be considered for teachers who work with the h earing impaired in 
either special schools, regular elementary schools or any combinations of 
these. Some of these skills will require more in depth training for one 
g roup or the other, but they all nee d a conunon base o f knowledge and 
training. An attempt will be made to de fine some minimum s kill l evels 
but no attempt will be made to define the ultimate scope of the skill s 
for each topic because each school district would b e expected to deter-
mine this in conjunction with their consultants. 
The first area to be considered is reading. An in depth study of 
the reading skills from pre-reading visual perce ptions , e tc., through 
what is typically considered sixth grade or high er where the areas of 
comprehension and interpretation reading skills receive the most 
82 
a ttention. As the cognitive functions become more difficult in the 
comprehension and interpretation skills of reading, the ability of the 
individual to use language becomes more important. This was apparent in 
the data presented regarding reading achievement levels in the demogra-
phic studies presented on the hearing impaired. 
Comprehension is a direct function of the learner's linguistic 
ability as noted by Ruddelll in Chapter Two. Since a child can not read 
what he can not comprehend orally, the development of the ability to 
read will be difficult. Figure 4 is a visual image of this idea that 
Figure 4 
Triangle represents a cone going through 
the space of communication. 
Oral or T/ A (through-the-air 
using voice, signs, and / or 
gestures) communications. 
READING Reading--reading comprehension 
printed materials at appro -
priate levels. 
WRITING Writing--ability to express 
one's ideas in a written 
message. 
incorporates writing skills applicable to both the hearing impaired and 
other youngsters whose language development has been delayed or limited. 
Figure 5 is a visual representation of a controlled flow of lin-
guistic development of the three stages mentioned in Figure 4 for the 
developing relationship between oral, reading and writing skills of the 
lRuddell, Reading- Language Instruction. 
83 
Figur e 5 
Con ce ptual La n gu age De ve l op me nt Schema Usin g Transformation a l 
Gramma r t hat Illus trates the Re l ationship Be tween 
th e Th r ee Modes of Communication 
COHCEPTUAL LANGUAGE DEVELOPMENT MODEL 
"TIIIUlil ? 
TIIE?AII .. 
LU;UHE 
1nuariu:u? 
{IECErTIYE/ 
EUIESSIYE) ?1!!!!!it---------.......- ,r------------------------
IEAIIIII' 
SKILLS 
DEYEterlEIIT etc. 
r ead & comp. 1/2 page paragraph 
(RECEPTIVEJ 
r ead & comp . books 
able of writing a, b. e ' s, nume ral s & cop yln5 word s 
IUITlllli 
SIILLS 
IIEYHOPIIEIIT e Rent, with trans. 
:~----'--r->....,...._,,.,,.-"-..,_"'-'"':.:A...::....a:.::;:.:;i;::.:.??.:e..~ens ive wi t h good st ru ct ur e 
2-3 s ent .. - desc . tvn c 
!EXPIESSIVC] pag e paragraph 
ca able of writln~ 2- 3 page s hort s tory 
Ltit~-e,N_1_J~?d by: J. Lc len_d_c_1_a_c 1_c __________________ _ ____________  
" Thro u gh-the - Air" (T/A) Language Development: Receptive / Expr ess ive ---
Comrnunication b etween two or more individuals whose primary mod e j_s talking , 
s ignin g , gest ur es or any combination . Also used for i n s tru c tional l e v e l s . 
Reading Skills De v elopment--This r epresent s the scope of reading s kill s 
defin e d by a t ext or local curriculum that can b e deve loped using con-
trolled structur e d lin guis tics . 
Writing Skills Deve lopment--This represent s the scope of the l a ng uage arts 
skills d efin ed by a t ex t or local curri culum that (like reading ) can b e 
develo pe d us ing controlled s truc tured lingui s ti cs . 
The s h a d e d areas preceedin g each section represent bas ic s kills 
No t e : that can b e developed prior to the formal s kill s i n c lud ed in 
each area. Ex .-reading : the visual non-h e rbal s kills, pictures, 
e tc. 
84 
hearing Figure 6 is an example of a controlled procedure that impaired. 
eva uating stu ents using each cell (see 
could be used as a model for 1 ? d 
:x. , y and in Figure 6) as a criterion level, especially for the severe Z . 
and ~earing loss population. Two additional factors must be profound l 
consid working with these models: cognitive level and vocabu-ered when 
lary. two factors are considered, then it would be possible to If these 
coorct? t e growth of a child's oral (total communication) language, 1.nate h 
development while expanding their cognitive and 
reading and vocabulary 
It must be kept in mind that the idea of pressing 
con ceptual k now ledge. 
maximum functional l evel tends to cause continued growth, but 
a Child IS 
his goals can be exceeded beyond realistic limits. 
errelationship between reading, linguistics and the other 
The int 
be in the total schema of the staff development. The next 
Skill s should 
element i. s a study of the linguistic structures of transformational 
gramm ginning with one or two word sentences and higher order ar be . 
This type of training is 
includi? ng paragraphs as noted in Figure 4. 
impo ecause most teachers had English in college, but the time rtant b 
8 inguistics and hOW they apply to the process o teaching read-Pen t on 1 ? . f 
ing h ave been inadequate to comprehend the functional relationship. 
'rhis ? rue for both elementary and secondary teachers. is t 
Lingu ? sti. c / transformational grammar is consi'd e re d an i?m por t an t 
1
eleme nt that must be considered in the development of both reading and 
This knowledge becomes 
exp tessl?. Ve language of the hearing impaired. 
c.r? as the hearing loss increases because of the more specialized l.tica1 
gramming needed - t 0 read and interpret printed 
Pro to develop the abi 1itY 
lll.ater l? als which is the key to comprehension? 
85 
Figur e 6 
Con ce ptual S ch ema to I llus trat e t h e De v e lopmen t of the Reading 
Ski ll s Us ing a Controlled Introduction of th e Reading 
Skill s and Transformational Gramma r 
LEVELS 
SKILL l.NTS 
A-1 
A-2 
A-3 
A-4 
8-1 
8-2 
8-3 
C 
OE SICN[? BY: J, l[LAHO CLACK 
: .f: C l::Nl) : 
$ Reading sk ills that can not be developed using grammar skill l.eve l s A- 1, A- 2, ... 
Kead ing sk ills which the listed gramnar skills exceed the functional 
~ l eve l of the learner's and/or the l eve l r equ ir ed for the development of th e listed reading skills. 
Illus trates the conceptual developmental rang e of the "typica l" 
reading series relative to the reading skills and grammar (or 
lin guistic) skilla. 
l , L , 3, , .. Indi ca tes defined developmental levels of the read ing skills (Ex. 
l e t. grade or a locally defined fonnat.) 
., - l, 11 -2, Indicates a defined developmental levels of grammar skills 
etc . (linguistic). 
1\ , !J, C , . . . Indicate linguistic developmental stages, i.e., A? preschool; 
B ? lst.-6th grades; C ? 5th, plus (note overleping at late B 
and early C) 
X,Y,Z Indicate mastery levels for which cell evaluation test can be 
d eve loped. Using a combination of X,Y,Z'e, one could develop 
placement and overall achievement tests. 
86 
There are several programs developed for the hearing impaired with 
the Rhode Island Language Curriculum,l one of the best known in deaf 
education. An expanded version of this was completed at Kendall Demon-
stration Elementary School for the Deaf2 that defines what can be 
developed at each level and how it relates to the development of reading, 
as graphically shown in Figure 6. These materials are not listed to 
indicate that they are the best, only to represent a possible set of 
materials to be used for inservice training. 
Cognitive Development. 
It would be helpful if the staff had a common communicable knowl-
edge of Bloom's Cognitive Development3 or Piaget's Theory of Child 
Development 4 or some other developmental psychology concepts to help 
judge and communicate growth and define learning stages (i.e, task anal-
ysis concepts). As with linguistics, this knowledge would be very useful 
in the selection of initial and supplementary instructional materials as 
well as finding appropriate materials for older learners whose reading 
skills are far below normal. To properly implement programs like Title 
I, Public Law 94-142, etc., the instructors involved need to have 
functional knowledge of these concepts to create effective-efficient 
instructional programs for the hearing impaired. 
1Hamel, Guide to the Language Curriculum. 
2Kendall School, Curriculum Guide. 
3Bloom, Taxonomy of Educational Objectives. 
4 Inheler, Early Growth and Logic. 
87 
Crit e rion Objectives. 
Staff members need to have the ability to write and employ crite-
rion or performance objectives to develop and implement instructional 
programs for individuals or groups of learners. Most teachers, supervi-
s ors, etc., know what an objective is, but many do not know how to write 
a nd utilize them to define, teach, and evaluate for determining progress. 
Ex perience has proven that some teachers will say that they are teaching 
one thing at a given level, but when you evaluate their materials and 
tests, they are working at a different level or testing information not 
being taught and expected more or less than was intended. In the cases 
studied, neither staff had enough training to effectively use these 
concepts. A recommendation would be to obtain some materials like 
Mager's Preparing Instructional Objectives1 or some other sources that 
c ould be used to direct the training in this area. 
Many teachers fear the use of criterion objectives because of 
accountability implied in the evaluation cycle of instruction. Howeve r, 
this element should not be stressed. One should feel that better define d 
goals that tell what you want to achieve, level of performance expected 
and how you plan to evaluate student progress will help eliminate some 
of the problems facing instructors and program planners of the hearing 
impaired children. 
Inservice Training Program. 
Some specific skills and concepts have been outlined in the pre-
lRobert F. Mager, Preparing Instructional Objectives, (Belmont, 
CA ; Fearon Pub., Inc., 1975 . 
88 
vious statements. The following is a recommended staff analysis and 
development program that could be used to work with staff like those 
included in this project to work on ways to improve the educational 
program for the hearing impaired in each situation. 
Figures 4, 5 and 6 are graphic demonstrations of the scope of the 
problems to be solved in the design, development, implementation and 
evaluation of reading comprehension program for hearing impaired chil-
dren. Remember, this is only a recommendation of how these skills could 
be worked; they may have to be modified based on the needs of each 
situation. 
Step 1. Criterion Objectives. An understanding of how to describe 
what is to be taught is very critical because general terms used by 
teachers of different training and backgrounds, teaching levels and 
roles in a school must have a common ground to discuss specific goals 
for children. If criterion stated objectives are used with clearly 
stated tasks for each component of the educational setting, then the 
role of each person can be communicated and understood by all concerned. 
As in the two examples, this task could be very difficult, if not impos-
sible, to achieve without clearly stated goals and responsibilities. 
If time does not permit a program such as the Behavioral Approach 
to Teachingl provides, then working through a book like Mager's2 could 
possibly be used to establish a minimum base. 
Step 2. Study of Linguistics. As mentioned earlier, this segment is 
lHugh Baird, et al., A Behavioral Approach to Teaching, (Dubuque, 
Iowa: Wm. C. Brown Company, Publishers, 1972). 
2Mager, Preparing Instructional Objectives. 
89 
very important to interpret the receptive and expressive language level 
of the hearing impaired. The establishment of this b ase data is crucial 
to designing and implementing an educational program in reading and with 
other skills like writing for the hearing impaired. 
The amount and scope of the training needed will differ for 
teachers in normal elementary schools compared to the special teachers . 
The resource room teachers will need the same program that the residen-
tial school teachers need. These teachers need in depth training to be 
able to evaluate and interpret the needs of the hearing impaired, as 
will the regular elementary teachers, supervisors, and other profes-
sionals to better define the instructional needs of these students. 
Factual information based on this type of criteria will be helpful to 
interpret and communicate the functional level of a child to the parents 
for future programming considerations. Figure 5 is an example of the 
scope of the competencies in linguistics that the teacher needs to 
interpret and make use of the information presented in the other 
materials. 
S tep 3. Reading Skil l s. Based on the differences presented in Appendix 
A that exist between text series and the lack of criteria objectives used 
to define what is expected, then, if possible, it is necessary for 
t eachers at a school to develop their own continuum of all the reading 
skills or select one by some publishing company . In Kentucky, the State 
Department of Education, in cooperation with the McGraw Hill Publishing 
Company, is developing a skills continuum that matches the CTBS-U achieve-
ment test currently used in the State. The skills continuum could be 
expanded at the local level to include task performance levels that are 
~ ~-~--g_~-_=;;;:-_;;:::" ~ -~ 
-
90 
beyond those stated for general grade level guidelines. 
impaire c i ren an other children whose skills 
With the hearing . . d h'ld d 
are b level, the teachers have an inability to perform a task elow grade 
that child is having trouble with so as to con-
analysi. s of the ski" lls 
t l?n ue us1. .ng instructional materials at a level beyond the individual's 
current performance or mastery level. A well defined skills guide 
VlOUld f the task, especially for the hearing impaired and acilitate 
are working below grade level, to identify appropriate skills 
Others wh 0 
to b e taught or supplementary for others. 
A sign language course in signed English should 
Step 4. s? 
be 1.gn Language. 
for regular and special teachers who work with hearing 
provided 
imp . children in public schools- This course should include a aired 
des ive comparison and application of both signed English and Ameri-cript? 
This could be one solution to the classroom communi-
can Si. gn Language. 
problem that the elementary teachers felt delayed their progress 
Cation 
s? giving their oral explanation to the regular students lnce they were Since this is included in 
and th e hearing impaired at the same time. 
of total communication, the hearing impaired children 
the defl? nit?i on 
the opportunity to read the lips of the teacher and, using 
\vould have 
s. anguage, to supplement the receptive procedures- As the physical lgn 1 
?nee between the teacher and student increased , the child would still 
dist As mentioned, some 
b t e able o comprehend what the teacher is sayi
. ng. 
do not want sign language used, but it should be used when 
Parents 
In some cases, sign language is the ?onlY effective ,,eans of 
Possible 
The reacher would be able to handle 
colll!ll unicat?i on for some children? 
er situation to the best benefit of each bearing impaired child. 
eith 
91 
The scope of the reconunendations, other than the section on behav-
ioral objectives and other educational technology, are limited to reading 
and language (transformational granunar) skill areas. Any district could 
easily add math or other skill areas and / or content to their program. 
The information taught in the reading and language sections has direct 
implications for science and social studies because both depend on the 
child's ability to comprehend printed materials. For those having 
trouble with the content, then the task analysis skills taught in the 
behavioral objective segment of the training program could be applied. 
The content of the ideas presented was . kept to a minimum because 
each district has a choice of the scope of training to be implemented. 
The concepts of Bloom's Taxonomy of Cognitive Skills,l Piaget's Theory 
of Child Development,2 and a developmen t language curriculum like 
Kendall School for the Deaf's Elementary Language Curriculum Guide,3 
s hould be part of the total inservice training program. A full copy of 
these materials are beyond the scope of this project. The staff at the 
Kendall School for the Deaf could explain in depth how to use their 
materials. More importantly, with a broad understanding of the prob-
lems facing instructors, individual teachers will be able to compre-
hend the instructional problems and develop ways to accomplish their 
task of providing the best educational program possible for each hear-
ing impaired child. 
lBloom, Taxonomy of Cognitive Skills. 
2rnheler, Early Growth and Logic. 
3rzendall School, Curriculum Guide. 
92 
A well defined program would re-
How much t?im e would be required? 
This 
quire ab out as much work as twelve to fifteen credit hours time. 
train-
i. s a . an would be limited only by the teacher's previous minimum d 
For teachers in training now, all of these skills 
ing and experience. 
should b e considered required. 
programs used by districts similar to these could do a co-
If two 
project to implement several of these recommendations, they 
operative 
time and money as well as provide practical information 
COUld conserve 
Separately, each program would rely on the other for 
to b 0th staff s. 
assistance. This could be arranged several ways by having 
cons u 1 tant 
special workshops conducted by individuals from each school. Each 
could arrange special consultants that could work with both staffs. 
extent of the training should be based on well defined goals 
The 
and a practical time schedule to achieve the stated goals. To be 
ive, the local district must be able to cover all cost, all time 
effect. 
from regular duty and offer possible aid to achieve this task. 
Some research could be used to expand the work begun in this pro-
One must remember that this study onlY took a look at two pro-
ject. 
As not d supported considerable research that was 
grams. e , this project 
!Uarized by Quigley,l who listed several c h aracter1st1sum ? ? 
cs necessary f or 
ing impaired children to be able to achieve in regular classes. The 
hear? 
demo graphic information supported the distribution of the students in 
grdup. Some specific ideas for future research are listed in the 
this 
--lq -. --u1.gley, ~-
l 
93 
following statements. 
co ying it for mailing, use the same questionnaire to 
1. After modif . 
ton duct in depth study of the training and knowledge of the teachers an ? 
if a larger population would have similar results, Based 
determine 
0 n.  the . ion present in Chapter Two, this could be the most informat? 
bseig n if. ? allow-up research for this project, Similar findings could leant f 
future teacher training programs for teachers of 
used to i? nfluence 
the the smaller undergraduate programs. deaf ' especially 
lon 2. similar staffs identified in this project, conduct a Using . 
to d project following the recommended inservice training program 
g- range 
ing . if the desired improvements in the instruction of the hear-
etermine 
in residential and integrated programs would occur. 
impaired . 
th ct a survey of the college teacher training programs for 
3 . Co ndu 
ng impaired to determine the scope and depth of the training 
e heari 
P.  rovid in reading, lingusiticS and educational technology required to ed ? 
l. i ualized instructional progra"'5? This information could n1pl ement indiv?d . 
be individually or collectively to determine some criteria exami?n ed . 
that be used to study the data from a project such as defined in could 
numb er 0 ne above. 
studies (number one and three) together could help deter-
T'n ese t WO 
Ut line ure trend in the scope of the training to be included for 
a fut 
coe ach e deaf and other special education teachers, Also, it ers of th 
f u1a . that regular teacher training programs could benefit l.ndicate 
ron1 . 
similar training. 
Appendix A 
Summary of the Analysis of the Five 
Reading Textbook Series 
Category page 
Textbook Information : Authors, , reference 
codes and textbook organization. 95 
Recognizing Sentence Neaning 98 
Recognizing Main Idea 99 
Recognizing and Recalling Details 100 
Sequence 101 
Supporting Details 102 
Inferring Main Idea and Details 103 
Inferring Character 104 
Inferring Comparison and Relationships 106 
Predicting Outcomes 109 
112 
Cause and Effect 
Distinguishing Between Fact and Opinion 113 
114 
Distinguishing Reality and Fantasy 
94 
- -- ~-_-...-_.--_-..-,.--_.-.r- ----
?- i ?--- - ~~ --r--------------------------- -----
BASI C TE XT INFO RMAT ION: 
C INN l "lU S FRU ,I ll I( I' MLRI' 
i----------+-------___ J__ __________  -----------------l.------------ ----+ ------ - ---------1 
Pub. Sc ott s , Fo r esman P u b . Americ .i n Uo ok C: o mp .:iny Pub . Charl es E. Mer,- i.1 1 
R~ f e l" t!ll LC Infor mat i on p 11b . 1' u b . Sc o t 1. s , Ft) re !; rn an a nd Com pan y Pub 1 i s h i n g Co mp any 
u n d Co mp :1 n y ?1 ext : AMEHICAN llOOJ; IU,,\ D!NC 
Text: G I NN IZO RA lNII OW ?i?cx t: READING UNLIM l 'J'EU PROCRAM, ' 77 e el. Text: MlRl\!LL LIN GUISTIC 
READ IN G SER I ES , Text : B/\ S J CS lN RE/\O!N( ; SERI.E s , '7 6 e d. l{E,\D \ NC PROGRA M, ' 75 e d. 
1976 e d. S ER I ES , 7 B e d. L e ve l s : l-'.-6 
Levels: K-6 Leve l s : 1-6 
Leve l s : K-6 [. (! Ve 1 s : l - B Authors: Major i e S. John !>o n, 
Autli ors : Katl1 c ri11 e B. Roy Kre ss , .Jo l,11 D. Mc~~il ,\ uthor s : Wayn e Ott o , 
Au t l1 o rs: ?1?1, eo d o r e c: 1yn1 c r, ,\ut h ors : lr,1 E. /\ar o n , Wi,i gcrt , Barba ra A. l1 car so n Ric l1 ;1rd Smit l1, etc . 
Ned B. Oan i c l s , Hele n Dauri s .Ja ckso 11 , Carole S trl1 cL ur c : Languag e exper-
Wardeb erg R i g ~~ s , Ric Ii a rd C . Sm i t !1 Sc ru ct11r c : Defined instr u c- ie n ce approa ch t o tea c hing St ru c t11r c : Series of T e xt 
Rob e rt Ti. crncy t i o nill lcv c l s- -skill dcvel. rea din g co mbined wit !, (!1~ 
Struc tur e : Defir1 ed in st ru c- s tru c tur e o r a Da~ a l R(!ad- Sup pl cmc 11t ary Ma terials : 
t i o nal l eve l s St ru c turc : Bas;J l J<eat1cr s UJ) I' lc' mentary Mat~rial s : i n g P r og ram rc i11t' orcc mcnc materi a l s , 
1 
d ~d e pcnde n t Practi c e Books , Ji11 g u ist i c word pa tt e rn 
S up1>lementary Material s : S uj> J)l eme 11tary Ma tcri als : 1 tto ma sters S up pl e men tary Material s : program, a n d word pra c ti c(! 
Basic word v oca bularv c ar d workbo oks , dupli cat in g S kill Boo k s , dupli c atin g kit s . 
se c , Jli c ture map s , s~ ill ma s t e r s E~il~uatio11 : 4 ?1? escs-- ma ste r s , p i ct ur e ca rd s , 
p ak s , r cteacl1in g mat er i al '.; J>1~: t\a1 p l a ce me,,c [ gr . 1-4 ] "''ord c a rd s Evalu;tti.o n: Pl a ce men t ( l -2 ) 
!~ V ; J l U d t i U ll ; S k i. l ] l L'S l ,\ '. e -1 es t I g r . 1 ] , S k i 11 und S ummnry of Skill s 
Evaluation: Pla cc me 11 t te st , ( a l .l b oo k s above Ess es se ni e nc s tests, and Reteac l1i11 g ~l a tcrials : 
prete s t llv . 2- l)J, r e c.1din ess) , E 11 d -o f -i~ook nd -o f - Level. . So u 11d an d S tructure i o r Popu l ation : Desig n ed t o mcl! t 
Evaluatio n Crit e ri o n '!'e s t , 1>l~ ce me 11t te s t word-r e c og niti o 11 , a 11d n ee d s o f t l1 e pupil s wl1 0 
Ex e rcis es llv. 2-lJ J. a 11 d Mana geme n t /\ids: message a nd mea 11 in g f 0r migl1t J1 a vc diff i c ul ty 
Le v e l Ma s t e r y T c s t l l v . J - l 3 J p O p u 1 at i O n : ,\ v c r i.l g l' - - c o mpr e l1e n s i o 11 s kill s ge tti 11 g me ani11g a11d sat-
" d esig n ed fo 1- pupil s Po p ula t ion : i s fa c cio 11 from r eading- -
Ma n ag e me n t Not defined a id s . w\10 ar e co 11 si<lcrc d by [va luati o n: P lacem e 11t f~st fot 111d effective witl1 average 
n1o s t sta 11d 3r<l s av e ra ge a11d Cl1 e c k-u1> l"e s t s ~a ct: anll ai) O V~ average a l so . 
Pop ular ion : all in c lu~iv"? i,1 c li e ir raLc s t> f Lea r11 ~ lev el 
in g a nd in l:ll c ir f" (' rtdint 
a c: h i evc 111enL . 11 TE Pop ul at io11: i\v i:! r,1 t,c "'' it :: J 
broad co n~ e i> t c1f a ll 
s tudent s . 
Aul h ori, ' Def i 11 i L i 0 n s o f '' co mp r e h e n s i on s k il l s a,- L. ~0 ~ l ea 1 s Lat~ 111 e 11L ~ J:, "T ii l? Nature of Reading: 1?1,c ABRP i11 c,> r1) 0 r ;1Lc ~ "l'r o gr..1rn is ba se <l on th e 
r:um pr ch c n 1;. inn e 111 1ll1 as izcd in e v e ry l eve l ;> r u v i d e ti i n L h L' t e .J l' ii t.! r i.:.' Xpericn ce exte n d e d. Be hind l a n g t1 ;1ge cx pcri e 11c ~ ap?~ ~ J ct, pri n ci 1>l e s o f s t ru c tural 
?rt1 P Readi 11 g a11<l Di se \1s s in r g u i d thL' s L II :1 l d L" f in c d e in tc rc s t- ce nt(!r ~d to tc a cl, ing t,cg i1111i11 g 1?~.1,\- J in A 11 i s t i c s e t f o rt 11 by .. . 
t l1 c S e lection s e c tio n o f Lh c:i ,. p hi \ osop h y ?: ~ r 1,1 c L 11 r l' u f I< e ad i 11 g U1 1 - ing . l1U? il. s ore e 11 cou r ~ ~~J !) r . FI" i Cs . '' p . 
e a c h l esso n plan fo c u ses l )Jt L)h j t.' C !. j V l'. .S j Or 1t~ .r e d ~ ie s a phil os op h y co cx i>lorc tl1e i r 0~11 ~x - ' 'C o mpr c h\~n s i. o n -- Rc a d ing i s :,/;
both 1 itera l a n d inf c r e 11 L i. ~1 l 1l' 1l mpr c h (.?11 ~; ion . c ri 111 ;1111ti1i 11 s t l1 at: pe ri c n ci:! S be1?or e tht:-y ~ :: .1r...: t1? ...: ,1ted J S ~ mea11s of acq 11ir 
co n1prc l1e n sio 11. I n fer('11ti,1 l -- r eading is i.ln ('Xte n s lon oi 
113 vi c ariou s ly in t h i:! ~s-
i 1, ~ 1n~ .111ing . Noc o nl y tl1 e 
c o mpr e h e n s ion i s st imul ated tt i1? a1 la11gt1agc dcv ~ lopm e 11 t , p c rien ces of otl1 1! r s . I n n1c ~11inR of indivi d unl wo rd s , 
ti1ro u gl1 t l1 e int e r1,retati o 11 ~ ~~-~a~i n g , .l.i.k c spc(!c h, i s looki11g al c l,~ ir 0 w11 ~s- bu< .:al so t: h c c umul atio n me .1n -
of (ce li11 g , mo t ive a n(l _ 1 d per so nal a nd a so c ial pet?ie n ccs , p11p i 1 s bl1 i 11 g s o f s~ 11t e 11 c ~ s . 1>J rJ g rapl1 s {? Q ~"' 
t raits of sto r y c l1ara ctc i?~ . itlrrn of c om m11 n i c .:.1tion, involved in b ot h nr a I J:1J a11d 0c1tirc sto rie s . Co mprc -
as we ll a s a num be r of 0 1h c r ?- - i ? C d d i 1' g i ~; C X p C r i C ll C C ..,, r it l t ! n c 1) mp r 1.' h t.' n :; i 1.) n ? l1 e 11 s i o 11 i s a lwa y s s tr~ ssc <l 
te c l1niquc ~ . Wi t l1 guid;111 cc ~Xt01)di? J .~ \l . 1 5 p . i .i ~; th1? pupi l s most imp ur t.inL V . 
anll q11cst ioning tl1t.' c \1 i l tl - ~o.,1 . Vo r t l1 nt 1? ~.1s 0 11, 
l"('!l arc h e lp c d ro s upp lv picLl!!'1' S t h ,1t il lu s tr.1t 1..: Lh..:! 
n: i s s i 11 g i n f o rmal l o 11 : 1 n d ? t ,~ >: t h . I V t ' b t? C ll Om i t t ~ d f l' O m 
:111t i c. i11at e 0l l tCO l11 C~~ . ?1? 1, 0 111 ,? in s t r11 1?t i. t111 .1\ :.."?1 1.? c til' ll 
cil?vp l o 1>i 11~ ltcil <li11 g :~ ki \ 1 ~ o t t II , . I{ L' , 1 d ,. r ~ L n p 1? L' v ,._, n L 
\ "' c? t i. o n (11 ea c h l css, in pl p1 1pil fr,,m 11s in1?. pi 1? t11rL" :: 
, ?111p\i,1 S i Z t 'S t h l' \ i tt"'l'. 1 ] I \ 111? ~. t 1' ~'.llt" SS W(ll"dS .11ld 
, ,, riq, ,? rh ,, 11 ? ; I 1111. T i: th1 ?11 111< ?.111i1q ?.s .? p. 
~---..... __ ??- ------????-???-??-?-??-~- --------?--------- -- ???P 
, ---------------------------- --- -- -------????-???- ?--????-? -??--? - - ----?- - ?-?- - - ------?..  - -????---- ?-- --- --??? ????- ?- - ----------
IIA S I c TE XT I NFORMATI ON 
l '. i\ TEt:t>I< I E S 
, ; I NN AIJHI' 
Ml. Kl' 
/2 U S F I< ti S F 11 J<S 
Hcf e re n c:c c ul 
i <le t i f . ti 1 - 2 - ;\ - ] ll t C' S II SC L t i J l - , - "J-1, 
I - 2 - "J 
ob taj n e ~ ~:~f or mation I L_ _p ;,g c num b c ,. 
~ o t c ? om th e L f.!Xl s . I /_ p a g e numb er I pag c number n umh t.' r ;i r e ~o ~ 11 ref~rcn ccs p ag e n n "' b c ,? 
teact1c r s c di Li o 11. L le:> :; on nu mb e , l e s son numhcl E L_ nook ldenti f i c ati o n J cs so n n umbe, ldcnti l i l cltion - - - - Book or I.eve 1 N umb er B ook o r l . cvt..? I sect i o n of 1cvc 1 Numb e r l c v c J 
---- -- - ------ ----- ---~---?--------------- -~-----
i--- - - - ------------ - - --- ,--------- - ---------------i 
BAS l C TE XT lN FO RMATl ON 
i----------.--------- -.-------- --,,----------i----------,---- - ---
CA TEGOR I ES 
G I Nii 7 20 S F II ltS S FHU ABRP MLRI' 
i-----------+------ - - - ~--- ------f----------+---------1------ -1 
TEXT MA JOR ORGA NI ZATI ONS T J1r cc Co r e Arc~s : f o ur Major Ar c ~s : f o ur Ma jo r A 1?ca ii : T wo Ma j o r Catego ri es : Ei g t1t Catego ri es : 
- - Vo c abul ary -- Wo r d ldc n c i [i c acio fl -- word I den ti f i c ati o n -- Wo rd Rec o g n it i on -- Li n gui sti c S k i l l s( Wo r<l 
P l1o n i c 6 S tru c tural Ski l l s Att ack & Deco d i n g) 
--Co mp re h e n s ion ( 1. i tcra ) & --Com p re h e n s i o n ( L iccr;il / --Co mp re h en~ i o n t L i t c t? a l / 
ln fcre n t i al) I mp li ed/Eva l 11aci v c) 1mpli cd/E v a l u a tiv c J --Co mpr e h e n s i o n -- Lin gu i sti c S k ill s ( Wo rd 
Com p r e h e n si o n, l. ic c r a.rc y . Att a c k) 
-- Decodi n g - - St ud y & Rcse arc l1 --St ud y & Resea r c h Vo c abu l ar y , S t u d y Ski l l s , 
& La n g ua ge / Mec han i cs -- Lin g u ist i c Ski ll s (E n codinE ) 
-- 1.it~ r ary U1 dersca n <li n c -- L i t era r y Und e r s t a ndi n g 
& Ap p reciation & Appr eciatio n - - Lin g ui st i c Ski l l s 
?1: I (Sy nt ax) 
- - Co mpr e h c n s i o11 Critica l 
Rea d i n g Ski ll s 
I --Co mp. I CriL . Rd g . Sk ill s ( Adj . Race , Ra te fo r 
I Purp ose & Di ffic ul ty ) 
I - - Cr eati v e & inter pr e ta ti v e 
--Lite r ary Ski ll s 
T EX T GRA DE LEVE L EQ UIVAL ENT S K l . Ready for Rainbow s K. ll c l l o ? S un s hin e ~ way 
2 . A Pocket F ul l of _!l_e gin A. l Can (P r esc h oo l - K) S un s hi ne 
] . A Duck i s a Duck l. First Fe at h e r ~ 1. Higg l edy P eg gl e dy _?a r e 
2. Puppy Paw s 2 . r\ll i n Ro w , etc . Qr ea m u. llig [ n 
4 . !l clicopcers o, C i ngct?- ) . Ju mpin g J an~bo:~: 3 . Ru b-A-D ub-Dub ?nj oy c. Cat c h On 
b re ad 4 . No Cai;cs , 1 l ea 4. T o ~l a rkct , T o Ma rk e t ?. ind 
5 . Dr agon Win? 5 
~ - ~l a y l Co 1nc ln~ 6 . Ca l i c o Caper 5 . Un Yo ur Ma rk Gr ow ll. Get S~ t 
6. l' a kca Gia 11 t Ste 1> !!o pes E . S eep Up 
6 . On e t o ~ row 0 11 7 . l)a i sy Day s 7. Y0u 'r c l e J.m ages F. Ll ( t Off 
8 . Hootenanny U. All I n Fu n .Je wel s 
7 . ?1? 1, e Dog S e xt Door & 9 . ,\ II u n d r e d Eyes 
Ot h l'!r S tor i c s 10 . Ta ll er Th a n Tr ees feys t o n ~s G. I' ak e F l ig h t 
1 1 . Gold~ ,, Treas u r es _!::a nt e rn s II . I) r C d k Th ro ug h 
8 . !l o w It ls Now a day s 9. R i d e a R 11i t1 bOW 12. Caccl1 A Spoo n f ul 
9 . ln s i.d l'! Out 10. S tep Right Up! 
l. 0 . ,\ Li z ;1 rd t o Start. l l . Flyi n g l l oo f s l J. Windo w 
\..' it h l 4 . l) (1or ....? .,ys !:!ome nc s l. Ma ki n~ Ch oi ces 
I I . Te l l ~l c II ow T Ii e S u n 1 5 . Bri<lr,c~ 
H Os l' 
l 2 . ~1c a :-; l 1r p ~l e , S ky I 2 . Fin ~; & Tali.:os l h. !' :1 ,, s p P r L 
I "l . >I II u n t :1 in ~ ,\ r l~ F n r I 7 . !'.sc11r s i o n s 
C I i mh nr, ~e t wo r k s i 18 . I' i ,; l 0 t' V L' I" i CS 
! t1 . !"1, Ma k c 
~--- - - - - - --- ---- - -~- --- ------?------ - --,--~----------------- -? .___ ____ _ L 
----:~- ---
-------------- - ----- -----------------------------
t ,ENEt,U\ J. C UN C l?:P 'I S: 1. I TEl</\1. C OM l' l<E II E?',lS J ON 
TtJ I' I C: ~t.? ~? ogn i 1. i 1q; .11..:nl ?'ll l.'.t.! Mci.l nin g 
::F t{\ I 
_, t' !; H 
t, I ~ N I'.! 0 
H,\ S [ ~? 1'.\ I:!( 1.\' T. , A--44 , 45 c lnsst r y word s , 1> l1rasc s 
___________ J_ _ _ _ _ _ _____1 ------- Text tli <l n oL con t a in any an tl se n t c n l.'. l!S l -2- 1-511  ,\--'i dc mo n s t r :1tc undc r s t ;lll d i ni; ,.,nj _ seek me a n in g f r o m s pcc iii t: in f ormat illll tli.l t c o u ld 1 
l -~- ~~c~ mate r i a l s hav ...~  becn of words, phrases a n d sc p.:1rar.ed an <l i n c..: Juticd 
4 4 2 s e nt ences L11 ,, ri11t 
--Wo r d J-2- JUJ make wo r<l a:,;!:iOci.1 ti on 
use c on text t: ues c o 
in t h is sen ion, 
and .i ;;~oc '1c tc rm l n c wo 1?d a nd st! nt e n ct' ,\-- 1+ J , 4 1, Jcm1>n s t rate und l~r s t {m J-i : 11. i1 111 
4 - L-B/1 rccnr-, . o rde r of word s i n 
n1...: an i n p s ing t h a t word order affp c t s 
--Kt.?t.:ugn I ZL': sc 11 t t?11t?t? s { r ~r0 pci v~) Senten ce Mt.! anin r . l-2- 1- 62 '~. 6-2-62 l SC \ll
. C , u, t;ontcXL C li l.'S 
r ~cog . order or w1>r<l s i n mt?an i n& 
l n cu11gr 11i. Li t.! s _o dctl!rmine wor<l, p h a r at>L' [. 
scnL~11,?es l cx p r css i vc) 
rc l ,11 i o nship i; h 1. w. s e n te n ce mean i n ' ,. - 1-4 1 rL?cog. s ~n rc nccs ha v i ng 5
WO !"tJS , Se 1lll' llt 'l!S ~, - ,ti- i.-19 , lS.C .  CO Jl [eg X[ CIJ CS [0 
p.-1r; 1g rapli s s Lill i I i; 1 r mc.11\i n~s ~tcrmi ne t h e re t.1L inns h i p of 4- J-/,2 l' <.!C og . i 11 t.:n 11 ~ r uitit.! ~ m1. ss i.n g phrases t o sen t e n cf' 
5-5- :L O(l r"...: 1?0g . St.'n tc n ces t h at 
--f{~Lllg nit:t.~ t, , p il S t.!lllL'l\l..  in s te ms 'l' 
Lst . 2nd. or !;1st cx p r1!s ~.; t !11? m.-1 in i d l? <t 6 - 1- 1-21, . t1l r~co} .. US<.! c o n tent c u es c u 
par ;1~~1? apll s . !--.n i ze re l a ti onship of \.Jo r ds 
:::~~ pl~r,.~scs wi t hin se n te n ces 
- - ,_;!ie ?'1)1lL0X ( 1.? u ._?i; I.II i. d L:ll l i f 0 1 'j , scn L.:nccs wit h in 
i paragra p hs Tt?n, )~ n 7.l' scnt1? n LL' r.1t! ;l n ; n) ', 1-2ti -5- 77 use wore.ls & phrast.: s tt1 
ctc rm i nc word & ~c11tc 11 c~ 
mcan i n ps 
9- 2- 7- 9 i,usc con te 1, t cues c o 
t~e c ognizc r e l ation s h i p s or 
y_1,,_,;,or_cl?s : PI1 rd. s cs a n d se n t e n ce i; . 
.. 5 1 35 u se c o n tc 11 t ClJ CS to 
rc cogii i ze re l a t io11s l1i p s or 
wo r ds , p li r ascs , se n te n ce~ & 
9-~~~~gra ph s 156 use c o n text cues tt? 
dctc r ini n c wor e.I , phrase , sc nl~1, c~ 
a n d p;_nag r aph me an i ng s 
----------- : ---
_____J ------
GENER AL CONCE PT S : L 1TER AI. CO HPHEIIENSION 
TO PI C : Kec ogniz f 11 g th e Main Id ea 
UA S I C C<lNCE l' T S Ml.R I' c; I N N 7 2 0 S F II I{ S SF HU AllRP 
--Identify: 2 A-b id. ma in idea o f se l ection 2- 1-n ld. ma i n id ea by relacing 2-8-81-t rc cog . m.:1i n idea - 9- J- 2s1 id. main ide a of A-2a i d, main i dea on book co ver 
pi ct ure/ text rel.at i o n - text to picture )-7- 156 rec:oe . in..  1i n id e.J se le ct Lo n ll-lOa id. detail s of a picture 
ships main 42- 1-25 i<l. id e a from p ict. pict u re /w ord (ini tial) -l-2-46 us e pie . c ue s LO c la r ify or grou1> of pi c ture s 
paragraph s o nt a inin g 3-1-28 r ecog . ti t le a s mai11 i dea 6-12-159 rc co g. main idea con ce 1>t s & processes C-17d id main idea t o ld c l1 rougt1 
main idea of s t o r y 48- t4- 150 r ccog . topic sent. in (formal ln&t. level) -,t-6 - 128 r ecog . main idea of p ie . or combination of pie . & 
p a rt s 1st ., middle or l ast position 7-B-67 rccog . main idea Photog raph text 
4
as the main f.dea of paragraph (mastery l e v e l) - 5-1- 1 30 use pi e . c ues co verify G-blc id. main idea of a wri tLen 
-- Di sti ngui sh: Y-4 - 159 recog. topic sent cl,at 8-B-59 rcc:og . main i dea .. content se l ect ion when main idc,1 i s 
main ide a fro,n pi ct ur es 4exp r e.!>s ma in idea of paragra ph (mai11tcna11 ce l evel beG 1 11 s) - 6-4-186 use content & pie. c ues directly s tated in ,1 to pic sen t ? 
between main idea a 11d 10- 3- 121 id. paragraph in whi ch to so lve riddle o r s u1TUT1ary s tatement 
s upporting details 4topic sen t . st ates the main - 7-2-19 8 use J>ic . c ues to id . 
idea setting 
--Recognize 11-5-lBS rccog. mai11 idea s tat ed 5- 5- 4-158 use pie. c ue s to de tect 
title as nain idea as topi c se11t. of paragraph content s o f book 
topi c se nt e n ce c ha t 713-3-164 id. paragraph t i1 at - 4-2-123 di s tingui s l1 main idea 
e xpres s mai11 id ea contain s top i c sen t . exprcssi 11 c and s upporting det ai l s 
o f par agraph ma in ide a 7- 6- 2-161 rc co g. main idea of s t o ry 
1na in id ea of p;1ragra1>l1 14-1-53 rc cog. the m.ain idea of a se gment 
in a story 7b r i ef paragraJlil o r story - 6- 4- 110 s ununarize main idea of 
main id ea in ;111 oral 14- 1-60 id. to p i c sent. wh ich Se l ect i on 
ex pr ession 8sta t es t h e main idea of a - 4-s-119 rec:og. main id ea and 
pa r agrap h _supp orcin g de t a ils 
8
14-1-64 add detai l s to s uppo r t a S-S-141 r ccog . main idea of song 8 
main idea of a paragraph - 5-7-148 use pi e: . c ues t o broaden 
lG-1-6 5 ch oose a to pic sc11 t. t l1 at Conc:epcs in text 8
s tates the main idea of a - 6-3-174 use pi e. c ues t o help 
paragraph determin e cont e nt s of books 
14-3-153 9di s tinguish betwee n t h e -~- 2-lSb use pie . c ues to r ccog. 
mai11 idea a11 d supportin g d eta ils setting 
14-4-1 87 13select details fror.i a n -3-7-97 i d. introduc tory a nd 
a rti c l e to su pp ort t \..l o main c:on c: luding paragraphs 
ideas 14-4-1-116 re cog . plot struct ur e 
14-4-205 id. tl1 e ma i11 idea o f a11 20- 2-5-85 rccog. main i tic.:1 of both 
artic l e art and text 
15-1-5 1 rccog . main id e a of an 
o ral e xcr c: i s c 
15-1-52 rccog . topic se nt . i11 
severa l paragraph s 
15-1-59 decide ,..,l,ct l1cr ce rc ai 11 
paragraph s have a topic s ~nt. 
1 5-1-64 det cr,nine tile mai11 idea 
of ,,aragraph a 11d t l1 cn n1ac c h 
LOJ>i c se11t. Lt1 a 1>1>r u1>r i ?1t e 
pa ragu1ph 
15- ) - 150 ,llscingui s l1 bctw~ e n 111 ;ti11 
idea and :--:u pp o 1?t ing d~?tail s 
1 J - 11- 186 si..: l ccl d i.!t.:li b; to suppurt 
L\..IO mai n idea -.; in .:.1n arli c ll? 
l: EN L !~ ,\ ! I D NC El'T S : 1. ITE!<,\ L C OM l'REIIEN S I O N ! 
J 1 ) !' I C ? l{ cl?u ~n1 1. in ~ .tnd l<L?c ;1lli n ~ l l l' l di! ~, ' 
ll,\ :, ! I 1 ? 1:,.J < 1?. l' T '. . t ; IN N / .' (l AHH P Ml.HI' S FHU 
l \ 1? 1 .1 l ! : p I c l u r , ? !. - I - I; pi ....: turc s-- re c ug n i z t.? l - 1- ]6 r1. .. i..: n 11 g 1z t? dt.?L,Ji] -; J- 9- 1-126 ,\-ld r ecall fa c t s use pict. c ue s b ltrs . .J-- 10 3 id. typ ct. of informatio n 
?? l1a r :1 c L , . ?>l l)t ?y 1- 1- 11, t"t..'c al l pi c tur e s ( p i C l 11!"1.'!i ) (symbols) A-7 id. i nfor1nati o11 c u ~~ tcues to r ead a story & answer 11 
d c L a i J , - 6- I f>Y fL? c o~ . i-qH?.akcr in o1 2- 2- t, 3 re c ognizL? d c t.iil ~, d s e l e c tion 
& que s t ion s 
K-5 3 pho t o grapt, s and 1; a p tio11s 
?!L? t:1i I ? 1 l1 ,1t. s 11pp 11 rt scnLcn c t.? ( 1, i CLl l l" CS :>~ lll o.: !l l:l ' i>) 3-~-2-258 as J--231 cartoon s B- 18 id. c lcmc nt1:. of direc t use labe l s textua l 
tlw in top i '3 - 2 - 8 !,1 rc c ogni 1.: e d1..?tai Is that \- l - H9 r ecog. d 1.: t;1i .l. ~; a11 ;1 i? aids A-60b lo cate designat e d info . in 
d i s cour s e (argume nt ation, 
te ll wil t.), what word - p i?.:t ur,: s 4-2-4-80 use cues to id. pi c t. de s c rip t ion. e xp os i tion , pie. 
? lh ? L?1\ ~~ll i /.(' lrl - 10 re c ug. details LIJ;1t t e l I ~- t, - 214 r ecog. de e .i i l s narr a t ive) 
photograph s action 
A-b2a id . ma in ide,1 & <le tai l s : 
pi c t ur o.: whD, 1..?ha t 0r wh <! r e 4-J-)-106 i<l. details tl1at top/bott o m pi c c. J}-3) sele c t details or pro o f to j 
?q1l'ak1?r in .~t n t t.: TH't? {o r.i I 4-l - J7 r et: tlg . s ent . ll.:1vi11g 7- 18- l7b re c oi~ cJet ai 1~, support a main i<lca A-6 Zb id. ma in i<lca ~ detail s : s upport main idea 
:ind print J s i.mi l .:1r mc i..lni ng s 
(m.ast c1?y l e ve l ) 
6-1-/-92 us e pi c t. c ue s to on/ off pi c t . J-36 Follow ~l1e logi c al <lcvclopmen 
?lt't;J i l s that t el l w!111 , wh ~tt, 4 - 2-8 ] r ~C itll s t11ry a1, 1l H- 1-)6 m a i11L L.' t1d1 H" t? l L.'v ,, h,?; ?. i1 1~. S l1pport a 11 <l extend text ual aid A-64a over/under of th ought 111 a selec t i o n - -
when :tn<l \,.'h L! t-t.? c har ac t e r <letai l s 
f o r r t.?c og . <l t? t.:i 1l s . 
6-J-5-L!J use pict. c ues to A-b4b in/out a l I s t o ry pages - -
,t: nl t.?n c o.: wili1 !> i111i liar iJ L'.I S '") - ti- 15 8 r c c og . detail s Lhat increase u1,<l er s tandin g of text A-60,1 up/dow n 
dL1Lai l s t ha t ., upp o rt till? te ll s 1., .: h o , 1,,1\l a t, when, wh t? r, ? cn j oy mc n t A-b6b l eft/right 
Ii i.I i ll i d1 ? ;1 6 - 1- 40 re c o g . J c Lails tl,aL t ~ ll s 6 - 4-1 - 144 use vi s ual di scr imi - A-68a big/litt l e 
wh o , what , \..1hcn , wher e 1 )11 n atio n to i<l . particular pla11ts D-6)<l i<l . de tail s of a pi c t. o r 
s pe c ifi c s tt)ry pages in an illustration a gt?oup of pi e r. 
b-!. -l OJ r ecog. se n t . in ;1 :,;c t o f 6-4-2-146 u s e pict. cues c o 
sen t . ,t s t he main id c,.l enric l1 de tail s in setting 
/ - 1- 1 3 r ec,111 s tor y dc t ai l s 6-l-8-99 r ea<l a r ticle co find 
7- 1- 22 r cc o g . t<>11i c s e 11t . out ..... ,,et h e r spec ific q uestions 
1st . 0 r la st pos itio11 as tll~ are a n s we r ed 
ma in id e a o f p;.1 ragraph 
8 - 1- 4 ~ 1?ec allin g s to1? v c har a ct ,! r 
and dt! tai.l s 
8-5-21 5 rcc og. de tail s t l1at 
s upp o r t ma in id e a u[ para g r ;ip il 
7-4 -167 re c og. d e ta il s o n 
s pec i f i c page!:> 
10-)- ~Y S 1?ecor,. d et.:li l s that 
s upp o 1? t main i<l e a uf s t o r y 
p ;HL ~ 
12-5 - JO) re c al.l J c tail s (1-~1111 
sro r y 
]4 - 1-:..'.t\ \,?j}} h L' ;ib J1. . ' (( ' ] t\ l" ;lt ,.: 
detai l s 
\ !1- l -S J i d . topi c.: S L' ll t . u i' 
bt?iL'f paragraph 
\ ) -1- ::'.ti ,. ., , ill find d e tail s i1 1 
arti i..: l L' to dn s we r qu 1.'. s ti o n s 
?)- 3-I S L r eco gni ze d c tai J ~; t h:11 
s uppo rt the r:1 :lin id L? ;1 ,.11 
p,1r,1gr.1ph 
---------?1?--- --- --- -------------- - - - -- - -?- -- - . 
GE NERAL CON CEPT : LITERAi. CO HPREIIEN S I ON 
TOl'JC: S equen ce 
Mi. RP 
/1.HRP 
S Fl< 11 
BASIL CO NCEPT S C I NN 720 
B-2b re call or arran ge event s in 
A-32a id. scquc11cc of event s 
K- 2-b7-19 2 use pie. c u~s co id. sequence t l1r oug l1 pi c t11 rcs D-58 s ummari ze a rdg. passag~ 
id. b rccog . s cque111.:c 
2-5-136 r ccog . seq. o f e ve nt s sequ e nce ,\-32b co ncept s o f 1s t,. middl e . l s cq. of event s ) 
--l{e:c.ognize: r e lati onships 1-2-1.- 54 r ccog . se q. o f eve n t s 
(pi ct ur es ) l ast F-108 id . copies of consl! c utivc J>ic . se qu en ce o f events l- 10-63 initial intfL). 3-6- 1- 1~8 r cc og. sto ry se quen ce B-70b id , seque nce of event s i 11 
J -J-1 1] recog . ch e s ~q. of cwo passages , st anza or sel~c Li o n 
two to e igl1t seq. of e vc r1ts 3-12- J S J f o rmal Jn sL . bcg11s 5- 1-2 -JO use se q. relat i onships 
s tory c vc11t s (wd s ./pi c .) a s tory read ora ll y n1...1in in :-.t r11 c ti on !, to numb e r pi c tured e ve nt s in F-118 recog. or id. s tep s in a st ory e vent s in se quence a nd 4-1,-66 4-2-56 C- l Od id. se quen ce of event s r cco g. seq. of cwo s t o ry the o rde r in whi ch t hey o ccur given process writ e s ummar y begin cold through pie. o r combination 
e vent s (w r itten) I-48 id. maj o r time s a nd c v~nt s -- I de ntify time s ignal wo rd s and 10-2-4 S mas t ery l evel in a story 5-1-20 recog, se q. -3- scary ~v. of pie. a nd text 5- 1-8-52 r ecog. seq. r e lacio11 - witl1in a divi s i on 
determine e v e nt s in story 11-8-9 2 mai n tc n a 11 cc l e vel b.! gi n f F-39a id . cue word s co t he 
--Arra nge : 6-1-33 - 4- s hip s by following s eep s in a sequence of even ts in a 
pie ? in se quen ce 7- 1-29 -5- process writt e n se l ection 
e vent s in seq ue n ce 8-1-12 -6- 5- 4-2- 114 recog . time in a !l-18c id . se q . of events in a 
9-1-2) - 8- pa ra g r aph cJ,at descr ib es paragrapt, s in s tory in writt e n se l ec tio11 10-1-15 pupil will r eca ll s t o ry 
se quence seque n ce .1c t ion 
event s in seque nti a l order 7-5-)-151 id . sc qu ~nci:! of actions 
ll-1-9 3 r ccog . seq. of g iv en 14-2-7-79 rccog . seq. rclatl o n-
e ve nt s s l1ip s i n t li c r c-c yc li r1g 
12-3- 166 re ca ll t he seq. of sto ry process 
e vents and writ e a paragraph 
s ununary zing th e seq . of ev~nts 
14 -2-87 ic.l . time s i gnal 1,.:o rd s ,rnd 
det e rmin e orc.Icr of c vc11cs i11 
se nt e nces and sto ry seq ue n ce 
14- 2-97 a rrange e ve nts in sl!q . 
o r.d e r 
14-3- 1 21 put sto ry e vl!nt s in 
c l1 ronologica l o rd e r 
1 5-2-87 r ccog . time s ig11al wo r tls 
whi c h indi c at e sequen ce 
15-2-92 write direct ion s ct1at 
fol l ow a l ogica l seque n ce 
15-)-121 put event s in a s co1?y 
i n c hr ono l og i ca l o rder 
1 5- 4-180 arrange events in to 
co rrect sequential o rd er 
15- 4- 180 arrange paragraphs t"nun 
a s t o r y i11 seq, o rd er 
I 
Gi, NERA L CO NC EPT S : INFERENTIAL C0MP RE 11EN S10 N 
TOPIC: S upp ort in g Detai l s 
BA S t C CON C EPT S G INN 720 5 FRU ' /1.. llRP MLRI' S FIIR , 
--Match tit l e & topi c and s upply 12-2-88 
deta il s inf e r deta il chat for could 
any 
to pi c r ecogni ze 
Text did not co n t a in 
main ldca ,ind 18-)- 4-107 u se p ic. cues to M-19l c id stated de tail s of a 
b e added t o a story s upporti ng detail s supplement information in t e xt written sele c tion t h at s upp o r t s pec ific i n formati on that 
c ould 
- - Ln fer: 14-1- 41 given th e main id e a , 7-B-104 intro. the main idea o f t he se l ection hav e been s e parated and in -i n formal 
s tory st ud e nt will be ab l e detail s to in fer 8-B-148 initial pre-ins t, 
L-205a id . statement in a el uded in t h i s s e c tio n. 
details. 
detail s th,u co uld 9-)-52 form.al inst. 
be gin writt e n select i on t hat bes t 
be 14- 1 - 41 inf e r s tory deta il s 11-5 - 72 ma s t e ry leve l begin s upp o rt infe r e nce or conc lu sio n a dd e d to a sto ry 14- 2-110 
feeli ng s mat ch tit l e a nd fr o m topi c 12-8-5) Maint e n an ce l ev e l 
drawn about the se l e c tion 
details and s upply 
s upport ing detail s for t op i c <l e tai l s begin given 14-)-15 3 id. 
ma ln t he support ing idea 
main details in a paragraph idea give n s upport ing 1 5-1-46 in fer 
details fee ling from de tail s 
15-4- 202 use main idea t o 
infer s upport ing details 
15-l,-20) u s e s upp o r ting detai l s 
trr infer th e ma in idea in two 
artic l e s 
GENERAL CONCE PT S: I NFER ENT I AL COMPRE IIEN SlON 
TOI' I C: I n fer r j n g Ma i n l d c . 1 , t 11 d !) e r ; i l s 1 
llAS I C: CO NCEPTS 
GI NN 72U 
i\ UK P MI.!{!' 
- - l n(er deudls: 
2- 1-4 i11fer de ta ils f1-om ri c . 
from picture s Te xt dit.i not t"Untain .m y K- 2- Bl+- 2]2 u se..: c ontext na~ s 6 
5-2-59 infer main idea CX fH Psse d J- 12 ld id. main id c;1 of a \.ffitten l\-~2 predi ct s11bjccL matt e r fr um implies a s title ?; pe e if i <..: in form.it i o n Lii.11 1>i c .t o a 11swe r 1? iddlc se l ect i o n whe n t he main ide :.1 is tiLle , 1s t. par,1graph, o r 
could l1 ;1vc bec11 s c 1>ar aLcd 3-2 - )-50 use pie . c ues , co nl: (!~:t not dire c t l y ~tatcd in t he o r s ta n za and/or typogn1ph i ,. 
- - l11f c r mnin 6-1-11 inf e r story deta ils i<lc it; and in c lu ded in Llli s ,.; ection. 
6-4-16) i11f cr mai11 ide ;1 of g iven and lett c r -5011nd c ues to select i o n C IIC S 
exp r essed in 'l'itlc u f a s t<Jry s tory determine me aning of .1 se le ct i on 
or s tory part 
7-5-246 7-1-2-29 mak e j udgcment co n ce rn -inf e r main i. d e:1 uf g iv en 
from s tory detail s p a r agraph in g content of se l ec ti on 
from paragraph I sto ry 7-4-4 - 1 2 9 distinguish bet"'1._?en 9-5-214 infer detail s imp ! i c d in 
s tory main idea and s upporting de tails 
-- i n fer both main idea and 10- 4-201 8-1-4-40 id. details tJ1;1t S ll!>Jl Ort i11f cr main i<le;1 i11 group 
s upporting detail s i11 a of paragrap h s an inf ere n ce 
passage givc11 limit ed i11 for- 9-1-6-51 exte nd ;1n d enJ rtrge 12-1-27 inf e r t l, e mai11 id ea 1,f 
mation con ce pt s 
paragraph s and writ e topi c se n t . 
to e xp r es s t h e m 10- 1-6-55 disti11gui s l1 rel~v ;111t 
irrel e vant info r mation 
14-1-47 sc ud c11t will 1,rov i ,lc 
10-)-5- 12 5 ,1se co11text cues tc 
d e tail s t h at l ead to s pec ifi c 
infere n ces det e rmine p,11?agraph m~aning 
10-2-6-110 use pi e . c ues to l t?J n l 
14-2-7 5 u se d e ta il s to inler t h e ab out life in old west 
ma in idea 
10-l+-7-lli) e valuate informat i o :1 
14 -2-80 wr i t e a se n t . that 
from different sources 
exp r esses the un stated mi1i1, 13- 1- 5-39 mak e judge me nt ;1bo ut 
idea of a par a grapl1 
main idea of se le ct ion 
14- 2-110 infe r both t l1e n1ai11 idea 1)-4-10-147 incr~ase abili ty t c 
a11d SUJ>p o rtin g deta il ~ in a 
pas s age e valuat e own pro gram 
14-2-7 -79 use pi e . cues to c lari fy 
15- 1-41 in fe r d e t a il s g iv e n til e rc-cycli 11g process 
main idea 
14-3-5- 107 mat c h ca ption s dlld ;>i c . 
15-2- 76 inf e r main id e a 0 1? 
acco rdin g to ma in idc a 
paragrapl, from det ail s in tl1c 
paragraph 15-3- 1- 76 i<l. c ue s t o different 
se ttings 
10 - 2- St. infer detail s i.mpli t~U i.n 15-4-5-1 14 u se J>ic . c ue s tt1 
th e s tory 
c larify co n ce pt s 
15-2-111 in fer some o f LhL' 16 - 1- 2-26 de mo n strate un<l 11 r st.1nJ in& 
dec.1il s books mi g h t in c l.ut.i c of text by explai ning pi e . C".J~s 
frL1m the i r titl e 
16- 1-6-41 se l ect from J c h o i ce ~ the 
I mai11 idea of a11 ar tic l e i11 one 
item and important detail s .,..' :? tile 
article in 0tl1er it e ms 
' 16-3-1-106 Lise cont e xt Cu(!s t , ' 
choose \,:hi c h o f twu r cs p n n s1.' !-, 
mean s am...~ as a se n te n ce c01H r1 in -? 
i ng a de rive d f o rm 
17-4-)-ll, 5 an s . ques tion s .al)()ul 
se 11t . co ntai11i 11g more t!la11 ,,:~ l' 
id e a 
118- 1-0-57 in te rpre t the main i Cl'il 
j of a bi og raphi c se l ection 
19-1- 2- 28 an s . c L1mprclH?n s iv1? 
qu(! s Li ll ll S ahLlUL S to1?y 
19- 1-)-J l usf' te x t and ,ticl :--
1
i.mplil'd main ide.'l nl st.'ct i ,? :: 
Ll f an .ll'ti c l 1.~.  
lO- J- 1- .' ::'. an s ,..,'L' t ,? n mp 1? l,h l' !l Si '.' , ? 
quest i1?n~ u s i ng CPmp:1ri ?; 1111 , 
:~ J- 1- 1- ~-- , l11 :;. 1?11mprel11?n :~i \? , 
lj lh' S [ j , , 11,; . th?'111 t.'Vl 'll{ ~.; in , j I , , i-v 
GENERAL CONCEPTS: 
INFE REN TI Ai. COHPRE II EN S ION 
TOPIC: In fe rring Cl1ar actcr 
llA S I C CUNCE PT S 
l : J NN no 
S F H it S 
o FHU 
Ail RI' 
Ml.RP 
- - l nf e r a nd predi c t c ha r ac ter: 
trait s , 9-1- 1 3 infer c t,arac ccr tra it s r ecognize f ee lings , a c tions , 
f t?e l i ng!;, an<l 11-1 -27 inf e r charac t e r fe e lin gs k-2-34 - 120 id. actions & motives trait s & motive o[ 
12-5- 270 make i nf erences ab o l1t of c l1 aract ers and traits C-17d id. emotion s o f qualitie s c hara c ter s k-2-91-246 
fr o m paragraph s , s torie !:> appropriat c1, css of ct1ara c cer 1s use pie. cues t o 
c l, arac t e r i1, pie. A-18 evaluat e be l1av1or of 
beh a vior x informal ln tro . 
l<l. 
and sent e nces character and setti ng to 
ll-75c id. attitudes o r emotions c h n r actcrs 
7- 11-1211 initial p rc-inSL -
13-5-286 in fer qualities of? clarify co nce pts of a character wh ose actions l - 28 id . t h e bas i c charac t e r -
c hara cte r' s impli ed in a 8-6-84 formal inst . 3-4-1-110 rc cog. c l1 ara c t e r ar e des c ribed in a writte n i stics of subject o f 
paragraph 9-13-l/1l1 mastery trait s and moti ve s se le c t ion 
discourse 
12-)- 56 mai11tcni1nce 4-2-4-7 I 
14-3- 146 infe r c l,a ra c ccr ' s label s c hoose des er ipt i vc 
l -24c id. traits of a cl1aracter l -28 dete c t change or lack o f 
traits and predict action to s l,ow recog. of who s e actions are desc ribed in 
change in subjects of dis -
stor y clcme 11 ts cha r a cter co ur se 
15-3-1 40 inf e r c hara c t e r ' s c l1aract er d e lination a written se le ction 
8-6-84 informal intro. <>-l-6-45 L-90c compare and contrast the 
traits fro m det a i l s i 11 a story id . paragraph 1n whi <:h 11-35- 341 i n itial pre- in s L. 
19-1-28 inf er about s tory' s autJ1or de liniate: attitudes, emotion or trait s of 
c haracters X formal in!>t ? Characte r fea r s 6-1-6-4~ characters whos e actions are 
X m.:1.stery he lp fu ln ess 6- 3-2- 114 desc ribed in a wri tte n 
X m.:tinL c nancc bravery se lect ion 6 & f ea r s 6-3-8- 130 
-2-7-92 evaluate knowledge o f 
Ameri ca n lndian & t heir 
culture 
6-6-4-181, 
e valuate se l ect i on 
charac ter a 11d illustration s 
7- 1-3-34 id. n~action s to 
chara cte r s 
7-1-3- 34 rela te moral of s tory 
to Own cxpc ri e11cc 
7-4-2-123 evaluate prin c iples of 
play-play , un se lfi s l,ness and 
Other be havi or 
7-5- 2-11,3 re lat e to prob l em 
encounte r ed in interpersona} 
relations hip~ and s uggest 
soluti on 
8-1-2-29 
r ecug . traits and 
motive s o( main c haracte rs 
8-1-3-36 id. chara c ter f ee lings 
8- 1-4-40 mak e inference to id. 
trait s , mo tives and r e act ion 
o( ch,1 ra cte r 
8-3-3-83 i1se desc riptive Jetai l s 
to compare and c ont ra s t 
charact e r ~ 
8-6-4-179 ev aluate character , 
illustra t iu11s a 11d se lec t ion 
11-2-4-100 id. mot ives of 
chara ccer:i 
11-5-3- 196 r e a c t emotiona lly to 
writte11 material s 
12- 4-1- 124 use pi e . c ue s to id . 
time , se ttin g , chara cter and 
action 
13-1-4-]7 compar e and contras t 
With e ac h ot he r and with t hem-
se lves ,1t diffc 1?cn t times 
l J- l -l, -t,7 iJ. trait s a nd mntiv ps 
o f l\.,,' \ l ,?h.::1r.1 ctc r s 
I J- J- l -8() m,1ke j lHJg cm1:n t .1hrn11 
a c t i1lll !> \1i sto r v d1 .::11?:11 ?LL' r s 
r' ()MI'\{ !?: II I?'.!~ S ! \ 1 N 
c_;t-:N E HAL C ONC:J?:P T S : 
I N F E H U I T I ,\ L 
co nt i nu f? d 
Inf e rr ing C h ar ~1c ter 
TOP I C 
,\ II RI' t? l 1. I< P 
S FI{U 
'!? u i( .) 
C I :,..J N 12 (j 
11/\S I C C <JN ( Ei'T S 
l ]- 3- 9-10/~ r e cog . a u th o r s 
de lit1e ntion of c J, a racce r 
15- 1-2-26 i nf er f ee l i ngs of 
cha r ac t e r 
15-1- 7-40 draw conc lus i on and 
make judgeme nt about the 
character s in the s tory 
15-3-6-9 5 id. traits of 
character (JFK) 
15-5-1-12 8 note charac t e r de li-
nati o n (l, e r o vs villian) 
15- 5- 1- 128 id . conflic t between 
characters 
1-5- 4-146 id. c limax of conflict 
be twee n characte r s 
16-1-2-26 id. traits a nd 
j ustify choice 
16-1-7-45 note change in 
cl1arac ters tr ai t s and motives 
16-1-7-4 5 id. emotional r eac tion 
of charac ter 
16-1- 7-45 id . types of conflict 
in sto ry 
16-1-9-53 find examples of 
me tJ1od s of charac ter de lina t i on 
in s tories read ea rlier 
16- 4- 2- 135 recog. conflic t 
17-4 - 1- 134 answer question s 
about characterization by find-
i 11g a ppropriate examples in 
t he s tory 
17-4-2-13 7 contras t characters 
and id. them as individual 
rather than s t ero types 
18-i-2-27 i d . trait s of 
char acte r s 
18- 2-2-67 recog. trait s of 
cha r a cre rs 
18-3- 1- 94 inf e r tra it s and 
motives o f main charac t e r 
18-4-5- 171 re cog . t ypes of co n-
f li e ts in story 
19- 2-4-66 compar e two c l1ara ctc r s 
prese nted in two bibographic 
s ketches 
i 20- 1-2-26 r ecog. 1s t. person 
11ar r a tiv e point of vi ew a s a 
me an s of de linating chara c ter 
20-2- 1- 64 r ecog. both pe r so na l iz-
ed a nd s t e rotyped trait s in 
cha r acte r s 
20- 4- 3- 141 use pos t sc ript to in -
cre a se knowl edge of a cl1 aracte r 
20- 4-6- 153 make inferen ce s about 
chara c ters 
20- 4-8-161 draw conc lusions abou t 
pe r so11 s a nd s ituations 
21- 4-4-144 id. changes in traits, 
mo tives and actions of character ,: 
- - - - - ..:r:-=--=..=zr 
lNFEKEN TI AL c oH Pl(E ll E~S ! ClN 
C:ENERAL CO NCEPT S : 
tnf c r ring (:tlmpdri so n ..ind Rc l .iti111 1i; l1lp :, 
T OPI C : Ml. I< I' 
AIIHI' 
L...... S FRLI 
S F?~ S 
/ ~0 
l\,\S I r C: UN C EPT S _JL-----_J_------r-----~T~ext did~ ,, oc co~nc ;1 i n :3 tl Y :--A- 5r6 i-d. ,, o Lnt s o f pa~ !, age s l>f spec ific i n(or ni;1tion chat t;Ou l d L...._.. ____ compa ri so-n / co-ntras t: -~ 
K-2-JJ-118 rc cog . l ik en~s s and 1,avc been sc 1> a r ated and i11cll1ded A- 8 r e l at e sto ry cl, e n,e t o ~ 
\{,1 c ugn ze re l at ionsll d i f fer e nce s i ip s : i n thi s se c t ion pe r s onal cx pcrlencc 2-4-4-1)6 compa r e b con trast cwo l- l.2 S r e cog . idea s assoc i ,n c d 
6-5-208 i 11 f ~1? likc 11 ess l, e tw ccn in ; 1 s e l ec tion 
?- ld e 11tify a 1,d c o m1, arc se l e c tions cwo people 0 r c l1ing s X 2- 7-2 - LOO recog. part/whole 1- 64 di s ti 11 gu i s l1 categori es of 
l b c.rc l atio n s l1ip s of : 7-1-48 cc l li1,g a1 , o r igi1,al sto ry h- 9 - 125 pre-ins truc t iCH\ relationships pe op l e or t hin gs 
t 1 me fron1 a11 i l l l1s cra t i on X 2- 7- 1- 19 8 use pi e , cues co id. 
pla c e 7- 5-21) i n f~r diff e r enc es 7- 8- 189 mastery . place r e l at i ons hip s 
size be twe e n cwo p~o ple o r tt ii n ~~ 8- J-5 2 rn ~1intc1,u1, cc 3-4-2- 126 r ecog . place r e l ation-
oppo s ite 8-5- 196 inf e r lik c11ess a11d s hips 
pare/ wh ol e differen ces b~t~ee 11 two 3-9-2-126 re cog. time r e lat i on-
a nal ogou s people or th i ng s X pre-inscn1c tion ships 
c la ss ifi. l'. ati o n s 9-)- 123 s e lec t a s tace 111cnt 0 f 8-15-166 f orma l in s t ? 4-1-1-24 us e pie . co note 
c ompari so n c\,a t c ai, b e i11f e rred S-2-5 5 pas s age of time 
- - lnfer likene s s mastery be t we en : from a given paragraph 9-4-59 maintenance '? - 5-1-130 id . s imilarities a n d 
~: o peop l e 10- 5-2 5 1 i11f c r like nes s bec ~ecn 12-6-77 differences l n cwo or mo r e 
0 t hing s cwo unl ike things items 
ll-J-1 59 ~i l l co~pare s tor y r i me 5- 1-2-JO use time , place and 
- -Compare & c o11 t r ;1s t chara c ter , 7-4-7l i n forma l i ntr~~n chara c t e r s f u r like nes s cat1se / effcc t r elationships co 
s t 10-18- 183 pre-instruct! ory clemen u.; 12-1- 15 c: on t r a:H s t o ry c l eme nt s choo s e answers co questions 11-z-l,8 [ormal ins t. 
lJ-1-14 infer l ik e ness and 5-1- 4- 40 use time re l ationsl, ip s 
d i ff e r e n ce!'> in s t o r y c l e me nt s 1)-4-65 maste r y to cho os e phra s e s that an swe r 
X que s tion WH EN 
5- 2-2 - 70 use time relationst,ip 
u ppi,s it e informal intrO? t o answer ques t ions 
1-50-167 5- 1~-1-101. compare a nd con trast 
4-1,-214 pre -ins c ? 
for mal in 5t ? s tory setti ng with s imilar 
)- 2-119 sett in gs 
6 - 2-49 mastery 5- 4- 8-137 use place r elationsl,i P 
ma int e n .-:in c.: e 
7-lZ-l)l to di st i 11gui s h paragrapl1s chat 
describe a ppropriate actio11 
analogous 6-2-7-92 compare and contra s t 7-B- 50 informal intrO ? 
story in fo rmati on and 
JQ-8-92 pre-inst, informational ar tic l e 
11-12- 142 forma l 1nst- 6-3-4-119 compar e and cont r as t 
l)-l-)8 mastery essay and infor~acional arti c l e 
X 7-l-l-2l, re cog . par e/whole and 
cause/effect relationship s 
part"/who le i.nform.a l intrO? 7-3-2-93 use time relatio ns hip :-. 
X 7-J-5-103 r ecog. ge ne ral/ s pec ifi c pre-inst ? 
s -11-14:! forma l in5 c ? r e lationships 
J-l0-180 9-1- 1-2 4 recog. pla ce , ca use/ 
r:iastery 
6-)-59 e ffe c t and analogous r e lati on-mai n te nan c 1.'.! 
7- B-87 s hip s 
9-2-7-91 use t ime /p l acc rel at i lrn -
\a ss i1f-i5c0a- t1i6o7n  i.nfu r rnal intfV? s hips 9-4-)-124 re cog . caus e /eff~c t , 
2-6-7U 1,rc- ins t- analogous and s equc ncf' rc),1t i " 11-
5-1-Jb fo rmal in s t-
s h ip s 
7- !1-6 l 9-4-4-131 r e c0~. ;11,a l ogo u~ 1?c la -
H-11- If? tionships 
9-5-4 - 170 r ccog . ~.HJse/ e ffc L" t ,rnd 
ge 1wral/ s pt..! c ifi ~? r?clati. tltl t.;liip ~ 
I l - J - 5-'>'i rccog. l.? a us(?/t..!(f,?, ? t ,tn 1! 
pL.1 c\' n?l;1t i on iddp ~ 
. . ~ - . .; .. . : .? 
! 
I 
INFERENTIAL C0Hl'KE HENS10N 
------ --G-E-NE-RA-!. -?C~O-~~N'~Cr~cE~?P ~-- -T:S~:1_
 
n:_ ~:er_r'._ ~n~g~ c~-o:m:p:~ar~i-:so:n_ _a::nu?? ~"":'.c:_ ~a:;t~ 1:o_n::s:~ 111?~P '..'.~'._  _ :(~."...: ?: ~'~'~1~,~~:":.:":.:.---,-----------------r----------------T_ _______~IL_ I{ P_ ______J L 
ABRP 
L....- S Fl(U 
(;INN 720 
llAS!C: CON CE PT S 
ll-Z-l-76 compar e and co ncril s t 
two pla ces 
ll- 2- S- 106 co mpare and co ntrast 
tllrec selcccio11s 
l l-J-S-152 draw co nclus ionH a11d 
l)~~~stantiacc chem 
3 1-80 use opposites a s 
cont en t c ues 
! l-)-9- 104 id.time relation ship 
J-4-5-132 draw conclu sion about 
population st1i ft and fo od 
appropria te for a campi ng trip 
! 3-4-7-138 id, general/specific 
r e lat ions hip s 
l)-4-8-141 analyze time/ s ize 
relation sh ips 
14-1-4-33 r ecog . cause/effect 
and time relationship s 
14-1-4-JJ eva luate chan ges in 
space a dventure movi e 
!4- 1-8-48 use place , part/whole 
and analogous relations hips 
!4-2-1-60 id. urban/pla ce re l a-
tionship 
14-2-lf-71 compare and contrast 
between cowers 
14-2-5-74 recog. pa rt/,..hole 
r elationship 
14- 2-8-82 re cog . parc /1,h ole and 
sequence relationship s in paper 
r e-cycling process 
15-1-1-26 compare and contrast 
between cwo c iti es 
15-1-8-46 recog. general/specific 
r e l a tionships 
15-2-)-58 recog. analogous 
r c lations l1ip s between cwo 
sto ries 
15-2-2-50 compar e and co 11 crasL 
between cwo main characters 
15-4-7-121 rccog. analogous 
r e lationship be twee n folk L~lcs 
15-3- 5-91 re cog. time setti ng in 
relation t o ocher s it uat i ons 
15-3-6-9 5 rccog. time se tting 
(per i od of hi s tory) 
16-2-3-67 relate idea from a pl1cm 
to rt photograph 
16-3-1-96 note r e lationsl1 i1> 0r 
setti ng to sto ry plot 
l b-)-J-110 compare ,1 nd co ncr .1s 1 
idea s in t...,? o sc l oi!c ci ons 
17-2- 1-58 note JcL,1i l :-> indi ca l ing 
l im\' S L'I c inh of ;1 stt' r ~? 
\ ?1) \ll ill t1L'd 11t.? Xl p.t1. '.t' 
- ---
' "O Ml' R EIIEN S I ON <l) 
l lNFEHENT I A l. L < c o n t i nu c GENERAL CONCEl'T S : and Re l" t ion s n i p ,, ?- ------------------~TO:P~ l C;: l~l~i~,:f_c:~ r~r~i~n~g'.__~C~o~m~ ~'l~~~r-i--s?_o_n_ ___ ______ ~~. I H 
11 
ll AS J C CONCEPT S c; INN I 2U S F ll H ' S FH U 
All HP 
Ml.RP 
17 - 3-1-9~ id . c ues to? my s tery 
.story 
17-3- 1-94 us e cue s i11 paragraph 
to de c ide what i s l1ap11 eni11g 
17- J-7-122 r c cog . clement s of 
Plot S t ru cturing , i ncludi11g 
fores l1adowing, conf lict and 
s us pens e 
1
7-4-2-137 sha r e previous know-
ledge to develop understa11<ling 
17 o f Story setting and concept s 
-4-2-139 c ons ider meaning o( 
fri ends l1ip and ap ply genera l-
ization to s pec ifi c in ciden t s 
1 in the s tory 
8-1-8-57 e valuat e i n formatio n 
and ideas 
1
8-3_ l-94 id . t imc c ue s to th e 
1 Citne setting of the s tory 
8-3-J-102 r ccog. time , place 
18and caus e/effect relations hips 
-3- 7-120 us e information from 
0
ne epi s ode to make judge ment 
18about ott1 c r situations 
-4-1-1)2 answer question s that 
Check comparis on of main id ea , 
details , cl,araccer trait s , 
Setting , hi s torical background 
19and c ause / e ffect relations l1ip 
-2-7-84 rc cog. s ctti 11 g and mood 
lY - 1J-4-106 re cog. place, s equc11 ce 
a 1d caus e/effec t rclatio11sl1ip 
tt,e author l1a s used t o oria11ize 
2 Pare s o[ an artic l e 
0-1- 8-5 3 sy 11 thcsize fr o m s everal 
so ur c e s id e a s I:'e la ted to c o11unon 
topi cs 
2
0-1-8- 58 r eco g . c a use / e ffe c t a nd 
2 s equen ce rclations l1 i1> s 
0-3-6- 120 recog. sequc n c<' ,1nd 
time retationsl1i1>s 
20-4-5- 150 make i nfcre 11 ce ai) u ut 
Place rctationsl1i1> from rc~<li11g 
. about a kidnap pin g 
2 1-1-2-26 r ec..:og. pl ot st n11: tur e 
21-2-1-52 r cco g . time re l ations hip 
o f events ~1nc.1 attitudes of the 
P.:i s c and lhose o f t he present 
2 1- 2-)-61 use ;111d compare i11fur -
ma tion from d i rrercnt alm.1n,1 cs 
21-2 -)-61 apply ~'.l'n c ra l s latcme11ts 
in provcrh s lo :qw (' i fi t? 1..?vcr y-
J ,1y s ituat inn s li v rl' n)g, 
}: t.? nc r.1J/ :?qH_.t? i1 i r? 1? l ?l.11 inn s llip ~; 
l 
CO HPH EIIEN S ION 
INFEHF.NTIAI 
C l?.NEHAL CONCEPTS: 
-----TOI' I-C: .P-t(?-JirL-ing -O ut-com-es --.------ --, -------~-------- --.--HI -Kl' ---__J 
AIIHI' 
S F HII 
S FIi HS 
C: INN /20 A- 10 make jnfcren c and draw 
IIA S I< ( ONCI l 'TS -1- --------r------- A-l8a predict probnble uur1?om1? conclusion i--_ ______ J_ _______ K--22--20-90 m,'lkc. gene r J l i za t ions co a s ituation presen ted E-51 predic t ou tcome on haslc 
recog. story problems 11nd K- _~ 7-to4 predi c t outcomes through pic tures of con tent 
2 4 A-68a predic t probable ~ndin& & 1-29 recog. meanings or r e lntl ons ,_ _ ~~l0 make Inf e rences 
2- 7-197 predict Ol1t comes of a solutio1ts : 0
7-15-151 info rmal Lntr l- 4 2 JO make judgement to a story tl1rol1gh pictures 
that are implied buL not 
- Infer : ? 
pi c ture scary 7-18-176 initial pre -i n?<? 2- )- 79 recog. story problems F-JOc predict a probable ending directly stated outcomes ~-]- 136 predict logical outcon~s 
8-lJ-148 forn-,1 inst- 5 and so lution s 
to a s tory told through a pie, 
dl'ta il s 1mpl1t?<l in s t o r v from a given sto r y - sl -t l-24 make judgement about or a combin,1tion of pic./text 
sto r y tlu: mt.? S-)- 14) predi cting outcomes f rum 9-2-44 mas ccry l!-49c predi ct a probable ending 
content from t il l e l0-4-60 maintenan C(' _ _~:{ end Ing given situations 5 5 58 make judgement based o n co a written se lecti on 
7- 1-48 inferrin g outcomes fn.Jm textual inform.'ltion to recommend 
-- Predi ct: gJvcn s ituation s draws conclusions: 5-2-47 informal i11tro- o r select books f o r independent 
o ut come from .i 8-2-72 predict mor~ tt1an one 5t
8-17-l8) initial pre- in ? reading l ogica l ou t co;,lCs ture~ ou t come from a gJvcn si tuation 5-S-S- l 6 l make judgement based on 
mor<' lh,1n o n e o~L om<c' frnr. 4-J-l2 predict more than 9-2-44 formal inst? one p rsonal rea tion, interest ,,nd 
p c..1 given s i Lua t h>n outcome given two s ituation s 9-IJ-!44 mastery 
1 ~usiblc o ut come given I0-2-72 predi ct a plausible 9-B-197 m.,inten.'.lncl' 
va 1uc s 
, 11 b-l-ll-bb make judgement ab o ut 
1mpl.:.1usihlc on(' ou t co me given ; 111 implausible 
::r~ori's e valuate sol uti on t
0 ~tory 9 why word s make sense 
actiu11s one - 2- 4- 34 make Inferences based on 
lltud(' h,1Sl'<l on d,,ua cter!:. 12-2-79 predict outcome based on problems: 
7-15-151 informal intro, 9 text and pi c ture~ 
ac-t ions knowledge of s t ory cha ra c ter s - 2- 6- 89 eva luate inform3ti on an<l 9-2- 44 ini tlal pre-inst. 
Using Ii rp C'Xp(?riC'nCCS I )-2-81 predict ut comc that ..1rc l mak gcncralizat ions 
influenced ct,aract('r ' s t0-4-60 formal [n st, by )-l-B-47 make Judgement and draw 
l0-9-100 mastery 
behavior conclusion s in re s ponse t o 10- 11- l)lmaint enan cc 
lJ-4-219 infer s tory theme questions 
14-2-97 use details co predict l)-)-4-ss make iP,PIPO CC from 
consider appropriate: 
out co me s 9-5-71 informal 1ncro, rnti-pollution s tory 
L5-J-42 make inference about J-J-5-92 make judgement about 12-JJ-J l 8inltial pre-tnsl? 
e vent s ln a s tory from s torv pcrsonaJ feelings toward 
1)-7-90 formal inst ? 
detail s pollution 
15-2-98 predict J person' s X 1 J-J- 8-99 develop concepts and 
actions after reading dctalls X make judgement about the 
.:1bout the person in short disappearance of th dinosours 
co ,sider acc ura cy 
1 1 J-J-ll-llO infer l lluscrat ors p.:tssage 9-5-71 informal i11trO? 
15-2- 111 infer what ct~r tLtin books L2-JI.-J28 initial prc-i11sl? purpose 
arc .about from their title 14 ~ l - l- 22 make judgement and 
L5-)-144 predict actions bas~d X inferen ces from s tory 
on brief c hara c t er ~ke t c t1 X l 4-l- 2-27 make inferen ces and 
LS-4- 198 infer ou t comes-- os1..~ X judgements about madrowdam 
Jile experience s ,111<l cu es LO 14-1-7-40 us e ideas gained from 
rC>ading t o make judgement 
predi c t l 4 - 2- 4-7 1 draw cu nc luRlon and 
subst antiate them 
14 -2-7-79 make J udgc mcnt ab out 
re cycling process 
14 - )-7-lll make inferen ce and draw 
cone l us i o n f r?om poems 
14-4-)-125 prc.vi?w se lect ion L O 
predict r-ontcnt s 
l S- l -5-15 make infcrenc,? and 
Judgem nl b :1sed on cxpl'? rimcut 
I )- 1-0-37 choose ,1ppn1p 1 i.HC 
rx.1gK~1atio11 t 11 ~om11l~tc 
b l'lll l~lll"t' 
)') - ) 8-?~h mnkl' J11dg ... ?mL? III ,1h t1\II 
,1pplll,11io11111 l,i 1?v,? l -..111'1\ .... 
111)1 I 
------
_________________ ______ __I --r-?-- - -------------- ---~ 
tNFEKENTI AL CO MPREHE NS I ON ( c ontinued) --,--- ------.--------.-, ___ ____ j 
GENERAL CONCEPT S : 
co mp a r iso n a n d Relationship s 
Ml.KP 
TOP l C : l nf c rr in g A URI' 
S F KU 
SFBK S 
Gl. NN 7 2U 
BAS I C CON CEPT S 
l 7- 3-l- 94 id. c u es to a my s t e ry 
story 
l 7t-o3 -1-94.  us e c ues i11 paragraph 
_ de c 1de what is happ e ni ng 
17 3- 7-12 2 r ecog. c l eme nt s of 
plo t s tructuri ng , inc luding 
(ores l1adowing , confli ct and 
s us pe ns e 
17-'?-2-137 s har e previo us know-
l edge t o deve lop underst a nding 
of s tory se tting and c on cept s 
17-4- 2- 1 39 c on s ide r me a n i ng of 
fri e nd s l1 ip and apply ge ne ra l -
ization to s pec ifi c in c ident s 
in the s to r y 
18-1-8- 57 evnluate information 
and id e as 
18 -3-1-91~ id. time cue s co t h e 
time se t t ing o f th e s t o r y 
18-3-3-102 re c og. t ime, pla ce 
and c ause / e ffec t re l a tions hip s 
18- 3-7-120 use information from 
one ep i s od e to mak e judge me nt 
about ot l1 e r s it ua tions 
1 8-4-1- 132 an s we r ques tions that 
che ck compari s on o f ma in idea , 
de tails , c harac t e r trai ts , 
se tt i ng , hi s tori c a l bac kg rou11 d 
and c ause / e ff e ct r e la t ions l1ip 
19-2-7-84 r ecog. s etting a nd moo d 
lY - 3-4-106 r ecog . place, seque n ce 
a11d ca use / e ff ect r e lation s t1 i p 
t he aut l1 o r }1as us e d t o orian i ze 
pa rt s o f a n arti c l e 
20-1- 8-5 8 syn t t1 c s izc fr o m se ve r a l 
sources ide as r e lat e d co c ou~no n 
t op ics 
20-1- 8- 58 r ecog. ca l1se /eff cct a 11 d 
s e que 11 ce relation s l1ips 
20-3- 6-120 r ecog. se qu e n ce and 
time r e lations l1tps 
20-4- 5-150 mak e infe r e n ce ab o u t 
place rclacions l1ip f ro1n rc a d it1g 
about a kidnapp i11g 
21-1-2-26 r ccog . plo t s t ru~ture 
21- 2-1-52 r ec u g . time r e lations hip 
o f e ve nt!> .:rnd :it t i t udes of the 
pas t and th o:-:;c o f t he present: 
21- 2-)-61 use illl <l compare inf or-
mation fr o m diff e r e nt: ;1l1n;111a cs 
2 1- 2-)-61 app l y gL' nc ral s tal c me nt s 
in pro ve rb s tu :; pc c ifi c ,:vcry -
Jav s ituatitHl S h v fl' 1?og, 
~~c ;1 c ;? aJ / s pc c il i r? ' 1?L, l,11 i <111 s llip ~: 
- ---- -----------------------11-------------------------, 
!NF EKENT!AL coHPRE UENS10N 
GENERA L CONCEPTS: 
'- ----~- (continued) Pred i-c ti11g -Out c o-mes TOP IC: ----.-------,-4------.------,--M-LRP --~ 
All Ill' 
S FRU 
GINN 720 
___BA S1C_: CO_NCEP_T S __ L_ ____ -i-------r-----t------1-------i 
15-2-6-68 make judgement about t h e 
person wllO would be best source 
of information 
15-2-6-68 use context cues co 
choose comparative endings 
16-1- 1-22 identify characters of 
old tal es and modern version 
16-1-2-26 state an inference or 
judgement and cite s upporting 
evidence 
16- 1- 7-45 make inference about 
story e nding 
16-2-1-58 make judgement about 
realism of story, character 
reaction, proposed solution to 
the proble m, and the illus-
trator s purpose 
16-2-1-58 identify story problem , 
explain solution proposed in t l1e 
s tory an d evaluate each solution 
s uggested 
16- 3-5-119 make inference about 
the significant of t l1 e cues in 
mystery story 
16-3- 1-96 make judgement and 
inferences 
17-1-3-35 choose appropriate 
exaggeration to comp lete 
s entence 
17-4-3-145 so lve problem by find-
ing out who lives where, what 
orde r of l1eight of three girls, 
and when reports were given 
four children 
18-1-1-22 make interpretation 
based upon facts in an?article 
18-1-6-49 make inferences based 
on fact i11 t l1 c selection 
18-2-4-80 make inference from 
facts in an article 
18-2-5-86 draw conclus ions from 
a fact ual arti c l e 
L8-3-1,-J07 make judgement about 
things t11at might be found in 
Gr eenfield Village 
19-1-1-22 make inferen ce about 
s ignificance of t he " coup stick" \ 
to the " 2 Bull Family 
19-1-4-36 draw con c lus ions by 
using sc ientifi c method 
20-1-6-48 n1ake judgemen t and draw 
co11 c l11s ion s about an i ssue tt1at 
l1a s 11 0 c l e ar- c ul solution 
2()- )-1-98 use J~tnil s to mak e 
i nf c r cn c t' ab\Hlt .1 story 
________________ j_ ________________ J_ ________________ L_:_,?:":":' ,;:":"::c1_:-"'.'.''.'-'":":r.:?,_ ____J ~ _______________ -1,_ ________________ _, 
?-
~--r---- - -----------------------. 
,- INFERENTIAL COMPREHENSION 
GENERAL CONCEPTS: ( c ontinu e d) HJ.RP 
Predi c ting Outco mes 
L._. _ _ __TO I_'  I_C,: .._ ____ ---r_ ____  ABRI' 
SF RU 
(; l N N 720 
BA S I C CON CEl'l' S -4------- 20-3-3-109 <lraw conc lus io ns as ______J __ ___ we ll as witholding judgement 
until more facts are known 
Z0-3-4-113 draw ce11cacive, new 
conclusions, about computers 
based on an eva luation of new 
evidence 
20-3-4-113 read for the purpose 
of evaluating the importance of 
ne w idea s on pr esently held 
conclusions about computers 
20-3-5-118 us e textual aids to 
predict what information is 
contained in portion of an 
article 
20-4-2-136 mak e inference about 
a family situation and \Jithhold 
Judgemen t 
21-1-)-32 make infere nce about 
c ues 
21-2-5-73 draw conc lusion and 
reevaluate on the basic of 
additional information 
21-2-8-84 dr aw conclusions 
from which a basic can be 
located in an article 
21-3-2-93 draw conclus ions based 
on information headlines and 
advertise ments 
21-3-9-123 evaluate se lection i n 
right of section lif e I 
21-4-3-142 draw conclusions ab out 
the diff erence between n~w s 
s tories and editoria l 
..--_ ____ ___ ------------~T  
INF ERENTIA i. COH l'REIIEN S I ON I 
GENERAL CO NCEPTS: I HLRP 
ABRP 
TOP I C: Cause & Effect SFRU 
S FBR S 
GINN 720 
--RecognBiAzeS IC CONCEPTS r~:-::-------------tA--2-2a- i-d.- -ca-us-es- o-f -si-tu-a t-io-n -or-~A---22 ~a-ss-oc-ia-te- c-/ e  l-94 id, the co11clu-si-on- i-n -a ---1 
events protrayed in pie. reasoning pres entation 
..._..._ _____- -4-----------L-----------
1-7,6-58 
(choice between action and K-40 id. th e steps in a 00 
?????!?????? ,.,. ,,...... ?-.~.? .?.? , , ,,,, , ?? ??? ,, ,???? ,,?,,?,?,',",.' .,,0....,,.1 ?''''' ,_ ,_,_ ... . ,. deductive or inductive recog. c,/c, ,,r,e,la .t.i.o.ns, ..h.ip .  reaction) C-17d id, c /e of a situation or argument 
.. .. event protrayed in pic(s). or 1-Jl recog. or differentiate """ combination pie/te xt concrete and ab s tra c t . "'  I ., .", .w. .. '" "" """" ?-??,?_'?" "?"? ? '" ,Ho"" '""" '"" ?????? ?? ?,_-?,_-'.", ' .,'."..,'.."., ~,','?,_,_,,   ? ? ?w????""?' ". . ?- ''; -"+ ",'" "''"" _,_, ,", " ..".."...?'. ... c?l.?. " ,." ?"??"?"??'?'?"- H-24c id, c/e of a situation or relations 8- .1.-.1.3. ..L .n.f.e.r .e .ff.e..c.t.s o.f. .g.i.v.e.n  7-2-44 formal inst, .1,:3.- .?4. - .?-"  .... ............ .. event whe n c / e are direc tly ,?_?-,_?-,,? ?? "..".."" .",.  ... ,. , ,,_,_,, "''"'"""" , stated in a given wr itten - - Infer: , _,_,_,, , ... ,. .,. ..? ?????? se lection K-22a id. ca uses when effects 16 8 8
causfef s ( 
11 2 82 ? f f I -Z- - 5 id. c / e rela tion s hip 
eff ec t s ) of given given K-22c id. effects wl1en causes 
. e c c t s ( c ause s ) ""'""' I """- - ll1 er rum s tory fact s ! in a 'p'r ocess 
ca uses/effects from sente nces 1 given 
or s tatements two causes of a given effect 1 
musuinltgi plloe  cause/effects 12-)-143 infe r and writ e c / e 
chat gi c (if then) l)-J-26 infer multiple c/e 
[ ?;effect 14-)- 128 label c /e a nd individual 
1. , thcn J. then c /c r e lations hip s 
14-)-1)5 id c /e re l ationship 
--Maot rc h sca use /cffect se nt e nces in a s tory 
tat emcnt s 14-)-158 infer c / e relations hip 
( logi c ) 
14-4-19) infer c hains of c/e 
relationships (twice) 
1 5-)-127 re cog. c/e relationship 
in a s cary and li s t tl1em 
1 5-)- 1)) recog. c /e relationship 
in sent- & we ll know sayings 
15-3-156 infer c/e given 
indirectly 
15-J-156 match sent , expressing 
causes with sent. expressing 
effeccs--also write effects 
for give n causes and write 
causes for given effects 
15-4-192 recog, c hain of c /? 
relat ions t1ip in a s cary 
! I 
I 
I ~FE RENT I Al. 1:0 MP KEI I ENS ION 
t:ENER,'\L CONCEPT S : 
_ ________ ____I) l ,_; r i_ n ~_ u i _s ii _i n i_; II_ c , _1o1 e ,_. n _F ;i _c 1 _ 1_' ,0. -P- i n -ion- ------------ -----------r------------ -.,-------Ml,(-( I' ----_J 
TtlP I C: 
i\ II HI' 
S F l( G 
:; F IS l< S 
(:INN l!IJ _ F- 20 di :">Li n1~ui sh fit.:tion and ..... . ----? 
/1,\ S ! I. t . D~C:EPT ~. J~- 128c id. s 1. :1tt? ml:!nV? in ;1 non - I i ct inn 
written se lect ion .1~ surncune ' ?; 
______J __ _____- i-------- 6-4-11-181? distingui:~h between 1- JJ dcte r 111i11~ validity of J 
fic ti o n a nd n o n - f icL ion o p i n ion wlll'll c ue word i s p,1rtic uL1r .1rgumcnt or poi n t 
J i stinguisil bet wee n fact all<l lB-)- 1-94 distin g ui s h f.;1cc11 ctl g iv e n o f v icw 
9-l1- l 6H us1 ? s ignal won.l s to opi ni on e ve11c s from details added l>y L-2 &1a id- sr:1t ement s in ;i l-80 question a n .isscrLion 
- - !def?1 ,cif __ . . . Y Di st 1ngu1sh disti11guis l1 between stiltcmp r1t s in forrnal i ot ro- the author co add intcrcsl wr itt e n s elect ion \.,h e n 1Hl 
baseU on tota l in c lu s i on 
, i cts i v pi.nion s tat,~nlC nL ~ c>f ;111 t>1>injon a 11J scaccmcnts of X ini tial pre-inst? l9-l- 4-J6 s lat e way s co 1,rov e c ue wo rd i s given 1-88 id. u r di s ti11g\1i s l1 bct~cc il 
12-21-2 19 -; c:t tc mcn t of fa c t, int e r-fo rmal inst . fa cts 
-- Rc co, ? fa ct preu1cion u f fa ct , .1nd o pinio n ~n 1 zc how opinion cLHl lH' 1 Q-)- 1 20 di s t ingu i ~? h b e twt!en l )-2 ) - 2J6 masre ry 1e ve l l 19- 1-4-)6 understan d sca c cmc nl 
1) a~ed on fa c t s usi ng: s tatement o f fa c r a n d sun: emcnL 
11n s uppon:c d hy fa c t 
~1a i11c c11:111 ce 1e vc of fa ct 
Sl.gnal words 20- 3-)-109 distingui s li fa c t and 
1-97 undcr s ra11d tliat cwo sets o f 
of 0p i n i on faces can he used co i.n terpret 
s tater.'le n t s 12-4-208 infer facts t liat s upport OJ> inion and de c id e t,ow clie 
r e cognize bi;t ::; 
an o p i ni o n former c ou ld be p roved 
,1 s i cu..it ion 
J0-4-60 in fo rmal i n tr~ ? . 
-- He co~niz e bias lJ-2-81 id - statt! rncnt s chat 12-J0-297 initia l pre-inst? 
Sl1ppurc fact or opini 011 1)- 18-187 for mal inst, 
l',.-t,.-170 Jistinguish f..ict s I rom lJ-)6-))9 mastery 1evel 
op inion ?111i n tc n<1nce i c vc L 
1 t,-~- l 7S sc lect che fact s th<?t 
s uppo rt a 11 01>i n io 11 r ccogn i ,c prop,1ganda , ~c1111 iq "e? 
15-4 - 168 dist in guish between 1 J- 18- l 8 7 i n formal ' n t ~o ?. 
fa c ts and opi11i o 11 s init ial pre-tn ~t? 
J )-4- 17) rccog . !, ow opini o n c a n formal i ns t ? 
be !,ase d on ta c ts :nasccr}' leve l 1 
1:1:t inc c nan c c i e vt.! 
JN FEHE NT l/11. COMI'REJIEN S ! ON 
c; ENER /1 1. CO NCf: PT S : 
ML R I' 
TO P l C : i\ Ul<P 
S Fl( U 
no Tt! XC did no t c ont a in a ny 
B A S IC C ONCE PT S C- lOd id, c lement s of rcaJJ s m s pec ifi c inf o rmat i on Lil a c co ulcl 
)-~- 1- 76 und e r s t.1nd meaning o f and fanta s y in pl c1t/ scr ci11 g / h,1ve bee n !:>Cpar atecl and in -
c t,ara cc cr/acti on o f ;1 s t o r y c luded in c l1i s s ec t io n. 
Ji s ci11gui s l1 be t een rcalitY ~ i c e ionali7.c d biography and 
, td. c l1ara c ccri s ti cs co l d ch1?o ugh pi e . o r c omb . 
S-)- 108 d i s ting ui s h be t wee n and fax ntasyi nfo r1nal Lnt~O: K- 4o- 4 3 di s ti11 guisl1 r c alis c i,: pi e . /c e xt 
- -Di SCii,guls l, bet ween r e a li t y re a l i ty a n<l fa11t ;1sy x initial pre-ins t? a nd fa 11c iful cont e nt J. - 119c id. a writt e n se le ction 
clnd f a n ta s y 7-I- 4- 4 3 di s t. betwee n reali s ti c a s on e cJ1a t could no t t1 a pp ~n 1- 1- - 6 0 f orm,'ll inst? 
a nd fanciful cle me nt s in a wl1 e n elements of pl o t/ se t t i11g / 
10-1)-146 mastery 
mr1i n cenanc c s ele c tion c hJ. ra c ce rization a r e 
l B- 2- 2-67 id . reali s ti c and f an cas t i c 
fai, c iful e l e ment s o f s t o ry 
_ _ _J_ ____ LI ______J ____ _- 1---_-1-----
--
?- - - - - ??-? -?--? -- .. 
Appendix B 
Interview Questionnaire 
Survey of the Knowledge and Application of the Basic 
Reading Skills and Ling u i s tics Applied in the 
Process of Selecting Remedial and 
Supplementary Instructional 
Reading Materials 
The purpose of this questionnaire is to determine classroom 
teachers' knowledge and application of basic reading skills and the 
importance of the individual student's functional language level 
necessary to select remedial and supplementary reading instructional 
materials. This information will be used to identify the criteria 
necessary to design and develop an inservice training program for an 
effective reading program for mainstreaming hearing impaired students. 
The summary of the results and this questionnaire are part of the 
project requirements for an Educational Doctoral Dissertation at the 
University of Maryland. 
Description of the six Sections of the 
Interview Questionnaire 
Section 1. Demographic Data. The data will be used to categorize the 
infonnation obtained in the following sections. This section will pro-
vide some insight into the attitude of the teachers toward mainst r eam-
ing within a school. 
Section 2. Formal and Informal Training to Teach Re~ding. The infor-
mation in this section will define the scope of the formal and informal 
training to teach reading to regular and/or s pecial e ducation students, 
especially the h earing imp a ired, within a school di s trict. 
Section 3. Instructional Procedures Applied. The dat a will describe 
the current type of procedures a pplied in a schoo l district . More 
115 
116 
Appendix B. 
importantly, the data obtained will provide the opportunity to look a t 
the differences existing in how the staff interpret the school system's 
program and use of it. 
Section 4. Procedures for Selecting Remedial and Supplementary Readin& 
Materials. First of two key sections designed to explore individual 
and group techniques used to select remedial and supplementary reading 
materials. These questions should identify the need for a system wide 
policy for selecting instructional materials for any purpose. 
Section 5. Linguistics: Formal and Informal Training and Application 
in Teaching Reading. Second of two key sections designed to identify 
the type and depth of the teacher's knowledge and use of linguistics in 
the selection of materials for teaching reading to hearing i1~aired 
and other students whose language development is below normal. 
Section 6. Criterion-Reference Objectives. Detennine teacher' s 
knowledge and training to write and interpret performance objectives. 
Second, identify the application of this knowledge and skill in the 
identification and selection of instructional materials. 
NOTE: Each section provides the opportunity for the interviewer and 
the teacher to explore each question to obtain personal interpretations. 
117 
Appendix B 
Int.erview Questionnaire 
Survey of the Knowledge and Application of the Basic 
Reading Skills and Linguistics Applied in the 
Process of Selecting Remedial and 
Supplementary Instructional 
Reading Materials 
Section 1. Demog raphic Data. 
Name or Id . ____________________D ate_ _______  
School District- ----------------School 
Age :_21-25 26-30 31- 35 36-40 41-50 51-60 60+ 
Degree , date a nd Major Certification 
__B .S. _yr . Major: ___________  Elem. 
__M .A. _yr. Major: ___________  __KDG. 
_ _ Ed.S. _yr. Major : _Sp.Ed. (_ ___)  
_Sp .Rdg.( ) 
Rank: I II III 
Current Teaching Assignment: Grade- -- Spec. Area 
__yrs. at level ___yrs. as Title I (Math, Reading) 
__yrs. at l e vel 
__yrs. at level __yrs. as Sp.Rdg.Teacher 
Mainstreaming: Describe your feelin gs toward h aving special education 
students in your classroom. Discuss EMH, THM, LD, Hearin g Impaired,etc. 
_ 1. Do not want any at anytime. 
_2. Will accept, but do not have any idea what to do. 
3 . Accept without reservations with little or not fo rma l or 
informal train ing. 
4. Accept and has training and experie nce with Spec .Educ . Stude nts . 
General Comments : 
118 
Appendix B. 
Section 2. Formal and Informal Training to Teach Reading. 
Formal: (Briefly describe each response). 
er.hrs. in teaching elem. rdg. at B.S. level. 
er.hrs. in teaching elem. rdg. at M.A. level. 
er.hrs. in remedial rdg. (_ _B . S. __N .A.) 
er.hrs. in diagnostic rdg. ( __B .S. __M .A.) 
er.hrs. in teaching reading to spec.students ( __B .S. _ _ M.A.) 
Informal:(Briefly describe each response). 
___I nservice Training 
__W orkshops 
__I ndependent Reading 
Other 
General Comments: 
Section 3. Instructional Procedures Applied. 
Current Reading Series used in your school district. 
How was this series selected? 
_ _ teacher committee 
__a dm. selection committee. 
_ _ sch / pub. selection committee. 
tea. / adm. selection committee. 
other: 
How are individual students assigned to their current r e ading l e vel 
in your reading program? 
__i ndiv. tea. assign. 
__published guide from text series. 
__s ch. system developed criteria. 
__pub. mgm. system other than text mater i als. 
other 
General Comments: 
119 
Appendix B. 
Section 3 continued. 
If you had your choice, what type of student progrannning would you use? 
__i ndiv. tea. assign. 
____pub. guide from text series. 
__s ch. system developed criteria. 
_ _ pub. mgm. system other than text materials. 
other 
If you had your choice, which reading series would you select and why? 
General Comments: 
Section 4. Procedures for Selecting Remedial and Supplementary 
Reading Materials. 
(yes,No) Does your district (or indiv . schr ) have stated guidelines 
and / or procedures that you must follow to select remedial or supplemen-
tary reading materials for individual students. Describe either answer. 
What criteria do you use to select remedial materials? 
_ _ t ea. decision 
_ _ check list 
__t extbook 
__A ch . Test 
__o ther 
What criteria do you use to select supplementary materials? 
_ _ tea. decision 
__c heck list 
__t extbook 
_ _ Ach. Test 
other 
General Connnents: 
120 
Appendix B 
Section 4 continued. 
Describe the procedures that you would prefer to use to select remedial 
and / or supplementary materials. 
What type of instructional materials are you currently using for 
remedial / supplementary worlc? 
__H ayes 
_Supplementary Text Materials 
_Ins t. Kits (describe) 
_tea. made materials 
__o ther 
General Comments: 
Section 5. Linguistics: Formal and Informal Training and Application 
in Teaching Reading. 
Describe your concept of Linguistics. 
__n o knowledge of term. 
_knowledge of term, but can't apply 
_knowledge & limited experd.ence in app lying 
_excellent knowledge and consistent use. ? 
Describe your concept of the connection between linguistic and teaching 
reading on individual student basis. 
_no connection. 
_recog., but do not use. 
_recog., limited use. 
__i mperative, constant application. 
General Comments: 
121 
Appendix B 
Secti? on 5 continued. 
Formal Training: 
___ er.hrs. in linguistic studies. 
_ _ inservice training 
_ _ workshops 
___o ther: 
Informal Training: 
_ _l ectures 
_ _r eading 
_____r esearch 
_ _ independent study 
General Comments: 
Section 6. Training and A lication of Criterion- Reference ob?ectives. 
(Describe each response). 
___part of a course in college 
-~ _full course in college ( er. hrs.) 
_ __i nservice training c_;-;ra1 hrs.) 
-~ _workshops 
____ other 
A(ypepsl,nicoa)t ionDo:  you use criterion- reference stated objectives to identify 
and select remedial and / or supplementary reading materials? (Describe 
el. t'.l ler answer). 
Genearl Conunents: 
BIBLIOGRAPHY 
Babbie, Earl R. Survey Research Methods. Belmont, CA: Wa dsworth Pub-
lishing Company, 19 77 . 
Baird, Hugh, e t. al. . A Behavior al Approach to Teaching. Dubuque, Iowa: 
William C. Brown Co. , Publisher, 19 72. 
Banghart, Frank W. Education al System Analysis. London : MacMillian Co., 
1969. 
Barbe, Walter B. Educator's Guide to Personalized Reading Instruction. 
Englewood, NJ: Prentice-Hall, Inc., 1961 
Barrow , Mary Evelyn . " An Academically Structured Program in Reading and 
Language for Dis advantage Children." dissertation, St. Louis 
University, 19 74, 74- 24040. 
Beck, Isabel and Karen Block. An Analysis of Two Beginning Readi1:!? 
_P_r~o~g~r=-=am==s~:........:=S o-=m=e:.....F:~a~c=-=-t~s_ a_n_d_ S_o_m_e_O~p~i_?n_i _o_n_s. Pittsburg: U. of Pa . 
Learning Press, 19 76. 
Berdie, Douglas R. and John F. Anderson. Questionnaire: Design and Use . 
Metuchen, NJ: Scarecrow Press, Inc., 1974. 
Bes t, John W. Research in Education, 4th. ed. Engl ewood, NJ: Prentice -
Hall, Inc., 1981. 
Birch, John w. Hearing Impaired Children in the Mainstream. Reston, VA: 
Council of Exceptional Children, 1975. 
Bloom, Benjamin s., et.al. . Taxonomy of Educational Obj ectives Handbook 
I: Cognitive Domain. New York, NY: David McKay Co., 1971. 
Chippendale, Ene-Kaj a Harm . 11Psycholinguistic Model of Reading Compre-
hension Based on Language Competence : Reading Profic iency and 
Discourse Analysis. " dissertation, Columbia : U. of Missouri, 1979, 
4008-4569A. 
Clark, Herbert H. and Eve V. Clark. Psychology and Language: An Int~ 
duction to Psycholinguistics. New York, NY: Harcourt Brace 
Jovanovich, Inc., 1977. 
Coley, Joan D. and Patricia Bockmiller. "Teaching Reading to the Deaf: 
An Examination of Teache r Preparedness and Practice." ~
Annals of Deaf, V. 125, N. 7, (October, 1980), 909-915. 
122 
-
---
123 
Connell Ph?1? 
, i ip J., Joseph E. Spradlin and Leija V. HcReynolds. "Some 
Suggested Criteria for Evaluation of Language Programs." Journal 
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