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A study examined strategies for embedding literacy skills within a whole language program. A questionnaire was given to full-time whole language elementary school teachers who taught in kindergarten through second-grade classrooms. All the participants teach in suburban school districts in the Bay Area including San Francisco, Marin, Sonoma, and Napa counties (California). The questionnaire was composed of 12 questions designed to gather information on how literacy, with an emphasis on skills, is taught in a whole language classroom. Nine of 12 participants completed the questionnaire. Results indicated that whole language teachers used many strategies to embed skills within their daily classroom curriculum. Among the most commonly used strategies were guided reading, a phonetic spelling program, teacher modeling of literacy skills, and immersion in a variety of literature sources. Responses also indicated that whole language teachers emphasized meeting individual students' needs instead of teaching the same skills to all students. (Contains 14 references and a table of data. Appendixes present the cover letter and the teacher questionnaire.) (Author/RS)

Descriptors: Communication Skills, Primary Education, Questionnaires, Reading Materials, Reading Research, Reading Skills, Teacher Attitudes, Teacher Behavior, Whole Language Approach, Writing Skills











Autor: Botenhagen, Jennifer L.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7929&id=ED381745



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