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A study observed how four boys focused in group literacy activities in a whole language classroom, observed the literacy development of the four boys early in grade 1, and reflected on the teacher's role in class literacy activities. Data included daily journal entries made by the teacher/researcher, copies of students' work, and interviews with the students and their parents. Results indicated that (1) two of the boys sat still and focused on literacy activities as they absorbed information and transferred it to their own literacy development; (2) another boy sat fairly still, but his eyes and mind did not necessarily focus on the task at hand; while (3) the fourth boy's "wriggling" in group activities did not necessarily mean that he was not focused. Findings suggest that teachers cannot assume that because students are fairly still they are necessarily focused, or that because they are wriggling, they are not focused. (Contains 23 references. Appendixes contain observation forms, interview questions, the parent questionnaire, and sample letter identification score sheets.) (RS)

Descriptors: Case Studies, Classroom Research, Emergent Literacy, Foreign Countries, Grade 1, Group Dynamics, Participant Observation, Primary Education, Student Behavior, Student Development, Teacher Role, Whole Language Approach

Autor: Swan, Coral


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