| The purpose of this study was to identify and to analyze reading-related strategies used for the teaching of reading to junior college students. An instrument, the "Post-Secondary Reading Practice Survey," was developed and used to determine if differences existed in the way junior college instructors perceived the importance of listed strategies, and the degree to which they implemented the strategies when compared by subject area and whether or not they had had a course in the teaching of reading.;A multivariate analysis of variance (MANOVA) was used to determine if significant differences existed in importance instructors placed on strategies and their frequency of implementation among subject areas and if a significant difference existed when instructors had formal instruction in the teaching of reading. Where significant differences occurred among subject areas, a univariate analysis of variance, Duncan's Multiple Range Line Test, was used to determine in which strategies the differences lay.;Results of the analysis indicated that a significant difference existed in importance rankings among subject areas in at least two items in the sections of Vocabulary, Referencing, Study Skills, and Comprehension. A significant difference existed in teacher training in the section of Vocabulary only. With regard to the implementation ranking of reading strategies, a significant difference existed among subject areas in the same two items in the sections of Vocabulary, Referencing, Study Skills, and Comprehension. There was no significant difference with respect to teacher training.;Significant interaction effects did not exist between importance ranking and implementation ranking of reading strategies.;The survey was composed of 31 items subdivided into six sections and was administered to instructors teaching in the subject areas of social studies, language arts, business, mathematics and science, fine arts, physical and health education, and nursing and medical technology in junior colleges in Alabama in the Winter of 1983.;Based on the review of literature, consultation with reading specialists, and collection and analysis of data, the Post-Secondary Reading Practice Survey was determined to be valid and clearly interpretable. |
