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Family and Consumer Sciences Research Journal
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Reading Instructional Practices of New York State Home Economics Teachers

Rosalie D. Travers

Queens College of CUNY

Judith A. Gilbride

New York University

The goal of this study was to survey and analyze the classroom-reading instructional practices of New York State home economics teachers. The instrument, a list of 14 reading strategies and a 5-point usage scale, was mailed to a random sample of 400 middle school and 400 high school teachers. Frequencies and percentages were computed for 4 content areas: food and nutrition, clothing and textiles, human development, and careers and entrepreneurship. Teachers reported using several reading strategies regularly, including showing how to follow directions; providing questions to be answered; and discussing vocabulary, similarities and differences of ideas in a passage, different interpretations of what was read, and separating fact from opinion. Chisquares, computed for differences between middle school and high school teachers'reported usage, were statistically significant for 1 strategy in food and nutrition (p < .05), 4 in clothing and textiles (p < .001 to < .05), and 7 in human development (p < .001 to < .05).

Family and Consumer Sciences Research Journal, Vol. 25, No. 3, 316-333 (1997)
DOI: 10.1177/1077727X970253005
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