ERIC Number: ED332153
Record Type: RIE
Publication Date: 1991-Apr-17
Reference Count: N/A
An Artistic Criticism of "Writing To Read," A Computer-Based Beginning Reading Program.
A study used aesthetic criteria and artistic criticism to find meaning in one part of the kindergarten and first grade curriculum, "Writing To Read," a computer-based program for beginning reading. Subjects, students in a kindergarten class, were observed several days a week from the day in April when they began the program until the day that most of the children completed the program in December. Data consisted of brief notes made during the 25 hours of observation. Results indicated that: (1) students engaged in a slightly modified version of the program; (2) children spent time waiting to start, waiting to continue, or waiting to stop activities at each of the stations on the program; (3) interruptions were common and came from many sources; (4) control of the children by the teacher was primary; (5) the balance inherent in the design of the program was frequently compromised; (6) a disturbing lack of consistency was observed in the expectation that children be creative in writing stories and in the reality that they were not given time to create; and (7) "playfulness" was not encouraged. Findings suggest that this implementation of "Writing To Read" is not "educative"--it does not lead to mental and moral growth. (Eighteen notes are included.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers: Writing to Read Program
Note: Paper presented at the Annual Meeting of the American Educational Research Association (72nd, Chicago, IL, April 3-7, 1991).