ERIC Number: ED328877
Record Type: RIE
Publication Date: 1990-Nov-2
Reference Count: 0
Family Literacy Project in the Upper Cumberland Region of Tennessee.
Ross, Elinor P.
This study hypothesized that an intervention program that would develop students' language facility in lower elementary school might increase the students' likelihood of retention. An outgrowth of a family literacy project which focused on raising the literacy level of an Appalachian community, the study used the Language Experience Approach which included pre-assessment and post-assessment of students' knowledge of sight words and awareness of story sequence. This approach features integration of the language arts by having children dictate sentences based on their experiences and then read the sentences back. The treatment was used with low reading groups in a rural community in Tennessee. Of the 24 children identified each year, one control group and two experimental groups with eight children in each were established. During the first phase, the grade levels were kindergarten and first grade, during the second phase they were grades 1 and 2. Lessons consisted of introductory experiences, discussions, chart writing from student dictation, chart reading, and follow-up activities. The children participated in two major projects each year: the science fair and bookmaking. Results showed no significant differences between control and experimental groups for either word recognition or knowledge of sequence at both kindergarten and first-grade levels. During the yearlong study, first grade tests results showed that the experimental groups performed significantly better than the control group on both word recognition and sequence tests. Second-grade test results indicated that the experimental groups performed significantly better than the control group on sequence tests but not on word recognition tests. Observation results found that children improved in their ability to dictate complete sentences and in their use of language. The children seemed to progress faster with sequencing than with word recognition. (Twenty-one references are attached.) (MG)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Appalachia (South); Sequencing Skills; Tennessee; Tennessee Technological University
Note: Paper presented at the Annual Meeting of the College Reading Association (34th, Nashville, TN, November 2-4, 1990).