First Graders' Reading and Writing Instruction in Traditional and Process-Oriented Classes  

Oleh:

Suttles, C. William ; Stahl, Steven A. ; Pagnucco, Joan R.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: JER: Journal of Educational Research, The vol. 89 no. 03 (Jan. 1996), page 131-144.

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Perpustakaan PKPM Nomor Panggil: J6 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

ABSTRACT Reading instruction and its effects in schools with two different philosophical stances-a "process" approach to reading influenced by a whole language philosophy and a ''traditional'' approach were examined. Six 1st grade classe1>, three in each school, were observed to understand how each teacher interpreted these approaches iii the context of her classroom. The children in each class were interviewed about their conceptions of the nature and purpose of reading, were given an informal reading inventory, and produced writing samples. In these two schools, reading instruction was heavily influenced by the philosophy of the school. In the process school, there was a slow pace, apparently motivated by a belief in maintaining a supportive and loving atmosphere for instruction, and in not pushing children too hard. The traditional school believed, in contrast, in pushing students through the basal reading program. Reading achievement was influenced not as much by the different modes of instruction as it was by the pacing of instn1ction, measured by the child's basal reader placement Differences in pacing accounted for more variance in achievement than school or teacher differences. Children's general orientation toward reading was similar in both schools, but their concepts of the purposes of basals, workbooks, and storybooks differed.

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