Social Organizational Factors in Learning to Read: The Balance of Rights Hypothesis.

Au, Kathryn Hu-Pei; Mason, Jana M.

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ252182

Record Type: CIJE

Publication Date: 1981

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: N/A

EISSN: N/A

Available Date: N/A

Social Organizational Factors in Learning to Read: The Balance of Rights Hypothesis.

Au, Kathryn Hu-Pei; Mason, Jana M.

Reading Research Quarterly, v17 n1 p115-52 1981

Supports the theory that poor school achievement by many minority group children is related to the nature of teacher-pupil classroom interaction and describes a new construct, the balance of rights in speaking and turntaking between teacher and students. (AEA)

Descriptors: Academic Achievement, Beginning Reading, Classroom Communication, Educational Theories, Interaction, Minority Group Children, Questioning Techniques, Reading Readiness, Reading Research, Student Attitudes, Student Teacher Relationship, Teacher Attitudes

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A