scholarly journals Children's Spontaneous Utterances during Early Reading and Writing Instruction in Whole-Language Classrooms

1993 ◽  
Vol 25 (3) ◽  
pp. 279-294 ◽  
Author(s):  
Karin L. Dahl
Keyword(s):  
Social Interactions ◽  
Whole Language ◽  
First Grade ◽  
Reading And Writing ◽  
School Year ◽  
Instructional Context ◽  
Language Classrooms ◽  
Learner Perceptions ◽  
Field Notes ◽  
Urban Sites

This study examined the spontaneous utterances of first-grade inner-city children in whole-language classrooms in two urban sites. Data were gathered across the first-grade year for 12 learners who were observed twice-weekly across the school year. The context for each utterance was documented in field notes recording instructional context, learner behavior, and social interactions. Three selection criteria were used for utterances; spontaneity, being embedded in acts of reading and writing, and explanatory value. The 87 categorized utterances revealed five trends in terms of learner perceptions of beginning reading and writing: (a) nearly half of the utterances were metacognitive statements reporting learner self-appraisal and self-management; (b) learners were concerned with sound/symbol relations and argued with peers about them; (c) hypotheses about reading reflected learner patterns of development, teacher demonstrations, and classroom experiences; (d) learners paid close attention to patterns in letters and words, and (e) learners' interpretations of their whole-language classrooms included notions about the interrelatedness of reading and writing.

scholarly journals Low-Income Children's Literacy Interpretations in a Skills-Based and a Whole-Language Classroom

1995 ◽  
Vol 27 (4) ◽  
pp. 505-533 ◽  
Author(s):  
Penny A. Freppon
Keyword(s):  
Academic Success ◽  
Low Income ◽  
Whole Language ◽  
First Grade ◽  
Language Instruction ◽  
Second Grade ◽  
School Year ◽  
Transition Group ◽  
Field Notes ◽  
Children's Literacy

This descriptive study investigated two groups of low-income, urban children who had whole-language instruction during their kindergarten and first-grade years. These 17 children were studied previously for those 2 years in their separate schools. The current investigation focused on the general academic success of the two groups and on eight, focal learners' interpretations. In one school, a group of children made a transition to a skills-based/traditional second grade (the Transition Group). In a different school, a group of children continued in a whole-language second grade (the Continuing Group). The children were observed in their classrooms throughout the school year. Data collection included field notes, audio- and videotaping, teacher and parent interviews, and pre- and postmeasures. Findings indicated that the Transition Group had the academic skills necessary for success in the skills-based second grade and that the Continuing Group also succeeded in the whole-language second grade. Differences between the two groups showed that the focal children in the Transition Group experienced a change in their interpretations or sense making patterns and a loss of literate behaviors. Differences in writing favored the focal children in the Continuing Group. Generally, there were no between-group differences in reading growth and no statistical differences on pre- and posttests.

scholarly journals Improving Students’ Mastery of Vocabulary Through Flip Book Approach

2019 ◽  
pp. 117-122
Author(s):  
Sarala Thulasi Palpanadan ◽  
Asliaty Atim ◽  
Zulida Abdul Kair ◽  
Venosha K.Ravana ◽  
Muhammad Aiman Mohammad
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Action Research ◽  
Data Collection ◽  
The Other ◽  
Basic Requirement ◽  
Reading And Writing ◽  
Good Grasp ◽  
Language Classrooms ◽  
Field Notes

Many students find it hard to acquire and convey messages due to the lack of mastery in vocabulary. Since vocabulary plays a major role as the basic requirement to learning a language, its mastery became vital in learning English. On the other hand, lack of vocabulary impedes students’ understanding in reading comprehension texts especially in second language classrooms. Therefore, this study was conducted in order to obtain information regarding the effectiveness of using flip book in increasing Year 3 pupils’ mastery of vocabulary in English. This study investigated the use of flip book approach in helping the students to improve vocabulary through fun and meaningful learning. 15 participants were involved in the action research who were selected from a suburban school in Malaysia. Survey, written documents and field notes were used as the medium of data collection. The results showed significant positive changes in the performance of the students from time to time. Flip book approach was found to help the weak students who faced problems in understanding the meaning of the vocabulary taught in the classrooms. This study suggests that students need to enhance the mastery of the vocabulary in order to have a good grasp of the language including the four skills: listening, speaking, reading and writing.

Spanish Literacy Development: A Descriptive Study of Four Bilingual Whole-Language Classrooms

1994 ◽  
Vol 26 (1) ◽  
pp. 75-94 ◽  
Author(s):  
Bertha Pérez
Keyword(s):  
Oral Reading ◽  
Literacy Development ◽  
Whole Language ◽  
Meaning Construction ◽  
Writing Strategies ◽  
Low Ses ◽  
Invented Spelling ◽  
Reading And Writing ◽  
Language Classrooms ◽  
Spanish Literacy

This study investigated the Spanish literacy development of 20 low-SES Spanish dominant students learning and using literacy in whole-language classrooms. Students' oral reading, writing, and discussions about reading and writing were observed and examined. The data indicated that the children used a variety of reading and writing strategies. The findings of this study provide some evidence to support the theory that students learn about meaning construction through the use of whole language. Additionally, the data suggest that meaning construction is associated with the individual's efficient and contextual use of the graphophonic system. The findings were less supportive of the theory that students learn about the code through exposure to print and through invented spelling.

Developing Scramble-Based Learning Method to Increase Students’ Reading and Writing Comprehension

2019 ◽  
Vol 2 (1) ◽  
pp. 16
Author(s):  
Dani Gunawan
Keyword(s):  
Pilot Study ◽  
Elementary Students ◽  
First Grade ◽  
Learning Method ◽  
Reading And Writing ◽  
Learning Technique ◽  
Increasing Trend

This study was directed to develop a learning technique, to analyze the obstacles faced by teachers in implementing the lesson, and to overcome the problems faced by teachers in enhancing elementary students’ reading and writing comprehension. In order to fulfill the mentioned goals, this study tried to use scramble-based learning technique. It was cconducted at SDN Gentra Masekdas 1, Kecamatan Tarogong Kaler involving 32 first grade students. A pilot study was conducted on 9 March 2017 for about 35 minutes. The first cycle started on 18 April 2017, while the second one was on 24 April 2017. It was found that there was an increasing trend after the implementation. The analysis proccess generated data as followed: during pilot study, eight students succeeded to reach the standard indicator with percentage of 25%. Cycle I generated 15 students with learning completion percentage of 46.8.%. And, during second cycle, there were 27 students who succeeded in reaching completion standard with completion percentage of 84.3%.

Four Ways Technology Has Negatively Changed Education

2019 ◽  
Vol 9 (4) ◽  
pp. 10-20
Author(s):  
Khadija Alhumaid
Keyword(s):  
Social Media ◽  
Social Interactions ◽  
Classroom Technology ◽  
Relevant Research ◽  
Reading And Writing ◽  
Internet Connection ◽  
Educational Environments ◽  
Technological Tools ◽  
Teachers And Students

Abstract Our experience with technology is a bitter-sweet one. We relish its presence in our lives, but we dread the effect it may have on our manners, attitudes and social interactions. We open the gates of our schools to all types of technological tools, yet we fear it may badly impact our students’ performance. This article investigates the ways through which classroom technology such as iPad, Internet connection, laptops and social media, impacts negatively on education. Relevant research has proven that technology could change education negatively through four paths: deteriorating students’ competences of reading and writing, dehumanizing educational environments, distorting social interactions between teachers and students and isolating individuals when using technology.

Family Participation in Challenger Baseball: Critical Theory Perspectives

1999 ◽  
Vol 16 (4) ◽  
pp. 372-388 ◽  
Author(s):  
Lupe Castañ ◽  
Claudine Sherrill
Keyword(s):  
Critical Theory ◽  
Social Interactions ◽  
Emotional Support ◽  
Equal Opportunity ◽  
Participant Observation ◽  
Physical Disabilities ◽  
Head Coach ◽  
Socially Constructed ◽  
The Social ◽  
Field Notes

The purpose was to analyze the social construction of Challenger baseball opportunities in a selected community. Participants were 10 boys and 6 girls with mental and/or physical disabilities (ages 7 to 16 years, M = 11.31), their families, and the head coach. Data were collected through interviews in the homes with all family members, participant observation at practices and games, and field notes. The research design was qualitative, and critical theory guided interpretation. Analytical induction revealed five outcomes that were particularly meaningful as families and coach socially constructed Challenger baseball: (a) fun and enjoyment, (b) positive affect related to equal opportunity and feelings of “normalcy,” (c) social networking/emotional support for families, (d) baseball knowledge and skills, and (e) social interactions with peers.

English Narrative Language Growth Across the School Year: Young Spanish–English Dual Language Learners

2018 ◽  
Vol 40 (1) ◽  
pp. 28-39 ◽  
Author(s):  
Carla Wood ◽  
Mary Claire Wofford ◽  
Clariebelle Gabas ◽  
Yaacov Petscher
Keyword(s):  
Language Learners ◽  
Dual Language ◽  
English Language ◽  
First Grade ◽  
Developmental Differences ◽  
Dual Language Learners ◽  
School Year ◽  
Promising Tool ◽  
Language Growth ◽  
Story Elements

This study aimed to describe the narrative retell performance of dual language learners (DLLs) in the fall and spring of the school year and examine predictive relationships. Participants included 74 DLLs in kindergarten and first grade from low socioeconomic backgrounds. Microstructural measures included number of different words (NDW), words per minute (WPM), and verb accuracy. Macrostructural measures included number of total story elements and number of different types of story elements. Path analysis models were used to test the relations among variables. Findings indicated that narrative measures were sensitive to developmental differences across the school year. Fall NDW performance in narrative retells was moderately related to both spring NDW and the total number of macrostructural elements in the spring. Spring WPM was uniquely predicted by fall WPM. Authors concluded that narrative retells are sensitive to developmental differences across a school year for DLLs. Findings support the use of narrative retell measures as a promising tool to examine and describe English language growth of young DLLs within a school year.

Factorial and Predictive Validity of First Graders' Scores on the Early Reading Screening Instrument

1997 ◽  
Vol 81 (1) ◽  
pp. 207-210 ◽  
Author(s):  
Jan Perney ◽  
Darrell Morris ◽  
Stamey Carter
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Predictive Validity ◽  
Reading Skills ◽  
First Graders ◽  
Early Reading ◽  
First Grade ◽  
Screening Instrument ◽  
Moderate Amount ◽  
School Year

The factorial and predictive validity of the Early Reading Screening Instrument was examined for 105 first grade students. Analysis indicated that the test is unidimensional and can predict first grade reading skills at the end of the school year with at least a moderate amount of accuracy. A previous study indicated predictive validity coefficients of .66 and .73 when the criteria were word recognition and reading comprehension. The current study yielded predictive validity coefficients of .67 and .70 for these criteria.

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