A Comparison of Maternal and Remedial Teacher Teaching Styles with Good and Poor Readers

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Abstract
Mothers and remedial teachers were observed teaching three tasks to 26 middle-class, school-aged boys to compare the teaching styles of mothers and teachers with good and poor readers. Interaction sessions were videotaped, and maternal, teacher, and child variables were coded. Data analysis indicated that the learning environments created by mothers and teachers differed in terms of the original information provided, the amount and kind of feedback given, and the way in which the tasks were structured. Differences in adult teaching styles with good and poor readers were minimal. Findings suggest that if mothers are to become effective teachers of their own children, they should be taught principles of reinforcement, information transmission, and task organization.