Basal Readers In The Language Program

1994 ◽  
Vol 22 (3) ◽  
pp. 24-27
Author(s):  
Jill McDougall

Most educationalists now acknowledge the pedagogical power of the Whole Language or Language Experience approach to the teaching of reading and other language skills. This approach is particularly valuable in remote Aboriginal schools where teaching resources can be made culturally relevant by centering learning around local and community driven experiences. Once a theme has been selected (usually around a personal or mediated experience such an excursion or other activity or a Big Book), the children are immersed in the oral and written language that arises from this experience. Activities may include creating a negotiated text, modelled writing, co-operative cloze and formulating a personal response to the experience. A thematic approach seeks to provide sufficient repetition of language structures and vocabulary for children to increase their fluency as readers and to generally expand their skills as language users.

1976 ◽  
Vol 4 (3) ◽  
pp. 29-33 ◽  
Author(s):  
Geoff Rogers

From a child’s point of view, some of the main concepts of the language-experience approach to the teaching of reading are:What I think about, I can talk about.What I talk about can be expressed in other ways.Anything I write can be read.I can read what I write and what other people write.What I say and write is as important to me as what other people have written for me to read.This approach was adopted at Koonibba school at the beginning of last year in an endeavour to try to make reading more meaningful and interesting for the children. Excursions became a vital part of the language program. Each week the “classroom” was found somewhere within a hundred mile radius of the reserve. Places were visited along the coast as well as areas beyond the dingo-proof fence. Transport varied from trucks, land rovers, boats, canoes, buses, station wagons, on foot, utilities and a tugboat. The premises that reading should come from the child’s experiences and that all children want to read and write were adopted here. The child’s wish to communicate with others about the excursion was also capitalized upon.


1990 ◽  
Vol 21 (4) ◽  
pp. 244-249 ◽  
Author(s):  
Carolyn Chaney

Whole language is an approach to teaching written language that focuses on the oral language experiences of the child, and the communication of meaning through print, rather than emphasizing the teaching of reading skills such as word recognition, sound symbol associations, or sound blending. This paper provides a critical analysis of the whole language approach, describing both its strengths and weaknesses. An integrated instructional approach which balances meaning and exposure to literature with skills instruction and practice is recommended.


1971 ◽  
Vol 4 (3) ◽  
pp. 21-31 ◽  
Author(s):  
Edmund H. Henderson ◽  
Thomas H. Estes ◽  
Susan Stonecash

A sample of one week's creative writing and acquired sight words to date was drawn in January for 594 pupils in twenty-one first-grade classrooms participating in a language-experience reading curriculum. Mean number of sight words was 85.4; number of stories per week, 2.3; and running words per story 54.0. From a random sub-sample of 25 pupils a comparison of sight words with the Lorge-Thorndike Word List showed that 45% fell within the first thousand high frequency category. It was concluded that rate of word acquisition found here compared favorably with that planned for typical basal readers but that word holdings were richer in orthographic information. An informal analysis of misspellings suggested that pupils were using systematic strategies for word production.


2020 ◽  
Author(s):  
HARZIKO

Abstract Reading is a process carried out and used by the reader to obtain a message, which the writer wants to convey through the media of written language. A process that demands that groups of words which are a unity be seen at a glance, and so that the meaning of individual words will be known. If this is not fulfilled, then the explicit and implicit message will not be captured or understood, and the reading process will not be carried out properly. A process that demands that groups of words that represent a group will be seen in a glance, and so that the meaning of individual words will be known. This study aims to describe the language skills of Uswatun Hasanah Middle School students in Buru Regency. The research location is in the Islamic boarding school of Uswatun hasanah Namlea. data and data sources namely students of class VII Uswatun hasanah. the method in this study is PTK or classroom action research. The results of the study showed that the language skills of the seventh grade junior high students were very prominent as evidenced by the assignment of language assignments, namely. Keywords: Reading, Uswatun hasanah, students, Buru


Author(s):  
Birgit Christensen

It is a rule of thumb that the army’s command language was German until 1773 andafter that Danish. But along with the language of the army, the army’s administrationalso had a written language, and that is the subject of this brief empirical study. Thestudy will discuss the written language skills and the choice of written language by twocommandants of the same age at Kronborg, who were otherwise very different people,each holding the position of commandant at the fortress for a number of years in thesecond half of 17th century, in a selection of letters from them to the king and thecentral administration. The letters are often about the construction work, which tookplace at Kronborg at the time. The following questions are asked: Which language wasused when writing to whom? And what language did they allow to be written to whom,when they used professional writers? In what situations did they use professional writers?Was the choice of language determined by the recipient? The first is the Danishnobleman Eiller Holck (1627–1696). The letters examined are from 1660–1664. EillerHolck, who was quite well-educated, was skilled at writing in both Danish and German,but mostly used a writer, and when writing himself, he seldomly wrote more than ashort text near his signature. When he himself wrote to the king, he wrote Danish,but when writing to the king using a writer, the writer used German. This was also thecase when writing to the Danish/Norwegian nobleman Jørgen Bielke. This is perhapslinked with the language skills of the writer that was available. Holck took into accountthe fact that his superior, Danish Field Marshall Hans Schack, preferred German. BothHans Schack and Eiller Holck used translations in communications with their troops.The second is Jacob Geueke, son of a commoner from Burg on the German island ofFemern (1617–1699). The letters examined are from 1688–1692. He used German language writers, only wrote amendments on the letters himself and only in Germanand was not satisfied with his own standard of writing. Perhaps he understood Danish.It is of vital importance that many of the recipients of the letters in the central administrationwere from Holsten. Perhaps the delivered correspondence would have beenin Danish to a greater extent had Jørgen Bielke been more involved in the administration?


Author(s):  
Anggraini Thesisia Saragih ◽  
Amrin Saragih ◽  
Christine Helena ◽  
Yuni Khairina ◽  
Ade Namira

This study was aimed to develop humanitarian project-based material for productive written language skills subject for English Education Study Program at UNIMED. Research and Development (R&D) was the design of this study with the subjects of the study were 25 students of first semester students of English Education Study Program at UNIMED. The research procedures were adapted from Borg and Gall’s research theory (1983) namely 1)gathering data and information, 2)need analysis, 3)designing course material, 4)validating and evaluating new course material by the Experts, 5)revising the course material and 6)final product. The instruments of collecting the data were questionnaire, interview and expert judgement questionnaire. The data were analyzed qualitatively and quantitatively.. Based on the result of the expert judgement, the whole aspects of developed materials were in the range of 81-100% and were categorized as “very good”.


Author(s):  
Eka Surya Fitriani And Yunita Agnes Sianipar

This paper discusses improving students’ achievement in reading comprehension through the application of language experience approach. This paper will answer the question “Does the application of Language Experience Approach improve the students’ achievement in reading comprehension?” The objective of the study is aimed at finding out whether the application of Language Experience Approach improves the students’ achievement in reading comprehension. The sample of the research was the second grade students of SMA Panca Budi Medan, class XI – 2 science which consisted of 39 students, 19 boys and 20 girls. The technique of collecting data was by using three tests with two cycles in action research. The result showed that the application of language experience approach improved the students’ achievement in reading comprehension.   Key Words: Reading Comprehension, Language Experience Approach


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