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ERIC Number: ED210672
Record Type: RIE
Publication Date: 1981-Dec
Pages: 20
Abstractor: N/A
Reference Count: 0
The Development of Written Language Awareness-Environmental Aspects.
Taylor, Nancy E.; And Others
A project to design and implement a print rich classroom environment where all children could learn to read naturally was carried out as a result of federal funding under a Pre-elementary Right-to-Read grant. The project was designed to translate into practice theory-based propositions about environmental conditions that facilitate literacy acquisition. To discover and document the specific aspects of those classrooms with a successfully implemented program, classrooms were observed and written descriptions, slides, and videotapes were used to document incidences of print use. The following categories emerged: (1) type of language used, (2) location of print in the room, (3) availability of print to the child, (4) written language function, and (5) time frame of the print-related activity. The data were then used to examine differences between classrooms with and without successful programs, which led to the identification of multiple and varied stimuli for reading and writing, integrative print, continuing involvement, and child centered teachers as characteristics of an effective classroom environment. (HTH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Print Awareness; Reading Writing Relationship
Note: Paper presented at the Annual Meeting of the National Reading Conference (31st, Dallas, TX, December 2-5, 1981).