ERIC Number: ED337800
Record Type: RIE
Publication Date: 1991-Oct
Reference Count: N/A
The Development of One Student's Written and Oral Texts in Different Instructional Contexts. Elementary Subjects Center Series No. 46.
McMahon, Susan I.
A case study examined one fifth-grade student's developing response as he participated in a literature-based reading program. The student's response to text over time was traced via observations of the student, interviews, field notes, and written documents he created. Analysis, ongoing during and after the data collection, focused on three dimensions: people (Bart, the student), context (written and oral responses to texts), and time (one semester). It revealed emergent patterns illustrating a connection between Bart's written and oral texts. His written comments guided his contributions to small-group discussions and the topics introduced in these discussions shaped future written log entries. In addition, teacher emphasis on either personal response or reading skills led to differences in content and emphases within reading logs and during group discussions. Findings indicated that written responses greatly influence oral discussions and oral discussions influence further written responses. (Three figures are included and 30 references are attached). (Author/SR)
Descriptors: Case Studies, Classroom Research, Grade 5, Intermediate Grades, Reader Response, Reading Instruction, Reading Skills, Reading Writing Relationship
Center for the Learning and Teaching of Elementary Subjects, Institute for Research in Teaching, 252 Erickson Hall, Michigan State University, East Lansing, MI 48824-1034 ($3.50).
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for the Learning and Teaching of Elementary Subjects, East Lansing, MI.
Identifiers: Literature Based Reading Programs; Reading Speaking Relationship; Speaking Writing Relationship; Writing Contexts