Doctoral Dissertations

Date of Award

6-1983

Degree Type

Dissertation

Degree Name

Doctor of Education

Major

Curriculum and Instruction

Major Professor

J. Estill Alexander

Committee Members

Jerry J. Bellon, Lester N. Knight, Fran M. Trusty

Abstract

The purpose of this study was to identify the characteristics of a theoretically sound secondary reading program and to develop an evaluation instrument which may be used to assess the relative strengths and weaknesses of existing secondary reading programs. The investigation was designed to review the literature pertaining to secondary reading and survey expert opinion through the use of a modified Delphi technique, then determine which characteristics are most essential to a theoretically sound program. This study represented a first effort to achieve consensus among secondary reading experts regarding essential program characteristics.

The primary methods and procedures were the literature review, and a three-round Delphi probe of expert opinion as to the essential characteristics of a theoretically sound secondary reading program. Categories logically derived from the literature review were used to initiate the Delphi process. This phase of the study resulted in a list of some forty-four (44) characteristics of a theoretically sound program. These data were utilized in the construction of the Secondary Reading Program Inventory (SRPI), a checklist which may help in determining areas of congruence or discrepancy in existing secondary reading programs as compared to a theoretically sound program.

The major conclusions of the investigation were that while the characteristics identified in this study are well formulated in the minds of experts in the field, unanimous agreement as to the essential characteristics of a theoretically sound secondary reading program does not exist at this time.

It was further concluded that the instrument developed appears to provide an acceptable tool to initiate the evaluation process of an existing secondary reading program.

Interpretation of many characteristics in secondary reading may vary among educators. Similarly, experts in the field of secondary reading differ in their opinions regarding essential characteristics. Therefore, a general implication is that further refinement, development of descriptions, and field testing is necessary. Once a meaningful dialogue is initiated regarding secondary reading research and evaluation, more systematic plans for improvement may be initiated.

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