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ERIC Number: ED335705
Record Type: Non-Journal
Publication Date: 1991
Pages: 80
Abstractor: N/A
Reference Count: N/A
Nurturing Second Graders' Literacy and Language Development through Child-Centered versus Curriculum-Centered Experiences.
Esch, Gwendolyn C.
A practicum was designed and implemented to foster 24 second graders' literacy and language development via child-centered as opposed to curriculum-centered experiences. The primary goal was to improve students' quality and quantity of writing by allowing extra time, much exposure to more and various non-basal literature, hands-on activities, and experiences geared to their interest level. The second aim was to improve their attitude toward reading by having them cooperatively and actively involved in a uniquely child-centered environment. Pre/post quality and quantity of writing tests and pre/post attitude surveys were administered. Journals, charts, and a log were kept. The number of library books, records, and tapes were increased and changed weekly. Students were assisted in project work, total and small group activities, and field trips. Conferences, mini-lessons, peer tutoring, mapping, brainstorming, and modeling occurred. Students wrote drafts, proofread, revised, and rewrote, while keeping their own writing portfolios and daily language arts sheets. The class newspaper, pen pals, and big book experiences proved rewarding. Total school and parent involvement added support. Results of the quality and quantity of writing tests showed a marked improvement and an increase. Reading attitude surveys revealed a positive dynamic increase. (Seven tables of data are included; 32 references and 2 appendixes--containing evaluation instruments and a letter to parents--are attached.) (Author/SR)
Publication Type: Dissertations/Theses - Practicum Papers; Guides - Classroom - Teacher
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A