NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED381745
Record Type: RIE
Publication Date: 1995-May
Pages: 35
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Examining Strategies for Embedding Literacy Skills within a Whole Language Program.
Botenhagen, Jennifer L.
A study examined strategies for embedding literacy skills within a whole language program. A questionnaire was given to full-time whole language elementary school teachers who taught in kindergarten through second-grade classrooms. All the participants teach in suburban school districts in the Bay Area including San Francisco, Marin, Sonoma, and Napa counties (California). The questionnaire was composed of 12 questions designed to gather information on how literacy, with an emphasis on skills, is taught in a whole language classroom. Nine of 12 participants completed the questionnaire. Results indicated that whole language teachers used many strategies to embed skills within their daily classroom curriculum. Among the most commonly used strategies were guided reading, a phonetic spelling program, teacher modeling of literacy skills, and immersion in a variety of literature sources. Responses also indicated that whole language teachers emphasized meeting individual students' needs instead of teaching the same skills to all students. (Contains 14 references and a table of data. Appendixes present the cover letter and the teacher questionnaire.) (Author/RS)
Publication Type: Reports - Research; Dissertations/Theses; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Guided Reading Procedure; Teacher Surveys
Note: Exit Research Project, Dominican College.