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ERIC Number: ED311422
Record Type: Non-Journal
Publication Date: 1988-Nov
Pages: 24
Abstractor: N/A
Reference Count: N/A
A Naturalistic Study on Whole Class Instruction in First Grade Reading.
Harris, Bruce R.; Harrison Grant Von
Using a naturalistic inquiry approach, a study examined the application of whole class instruction as an alternative instructional strategy to ability grouping in first grade reading instruction. Subjects, 57 first-grade students in two classrooms attending an elementary school in a middle-class section of Orem, Utah, used the Companion Reading Program, which specifies whole class instruction, during the 1987-1988 academic year. In addition, teachers also used peer tutoring, individual seat work exercises, silent reading, and mastery checking. Classroom observations, interviews, and document analysis constituted the data collection procedures. Results indicated that in the context, setting, and time of the case study, whole class instruction was a viable alternative to ability grouping. The teachers involved felt that the advantages far outweigh the disadvantages in using this instructional strategy. (Thirty-two references and an appendix of field notes are attached.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Utah