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ERIC Number: ED333361
Record Type: Non-Journal
Publication Date: 1991-Jun
Pages: 27
Abstractor: N/A
Reference Count: N/A
Listening for Aaron: A Teacher's Story about Modifying a Literature-Based Approach to Literacy To Accommodate a Young Male's Voice. Research Series No. 206.
Hollingsworth, Sandra; And Others
A case study showed how a third-year teacher modified the socialized culture of literature-based literacy instruction she found in her second-grade classroom and teacher education program to reach particular children who were having difficulty learning to read and write. Aaron, the subject of the case study, was a second-grade African-American student who could neither read nor write at the beginning of the study. At the start of the school year, the teacher incorporated a program for systematic, whole-class phonics/spelling instruction. She insisted that the children take responsibility for their own learning, for sharing their knowledge with others in cooperative tasks, for resolving conflicts, and for organizing and helping her run the classroom. Still, Aaron's "voice" could not be heard in the classroom. As a result of discussion with peers, the teacher included supplemental systematic instruction in linguistic analyses and phonemic awareness, in groups small enough to command teacher attention to individual children. At the end of the year, Aaron was promoted to the third grade, saw himself as successful, was anxious to tackle new material, felt his depression lifted, experienced less conflictive situations with his peers, and was able to read and write full, large letters and stories. Findings suggest that, regardless of socialized norms, the ethics of teaching require providing all children with the means of accessing literature independently. (Two tables are included; 21 references are attached.) (RS)
Institute for Research on Teaching, College of Education, 252 Erickson Hall, Michigan State University, East Lansing, MI 48824-1034 ($3.00).
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.