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ERIC Number: ED343112
Record Type: Non-Journal
Publication Date: 1991-Mar
Pages: 23
Abstractor: N/A
Reference Count: N/A
Implementing Whole Language: Collaboration, Communication and Coordination.
Dumas, Colleen
A parent of a kindergarten child in Texas began observing her child's classroom when she noticed that the whole language instructional approach described to parents before the beginning of school was apparently not being implemented as stated. The parent was surprised when her child's teacher suggested, after only six weeks of instruction, that the child be put in a transition program the following year because the teacher believed the child was not ready for first grade. As the year progressed, the parent's frustration and anger grew as indications grew that the child's risk-taking abilities and self-esteem were being destroyed. The child is now progressing well through first grade, and the child's teacher is encouraging invented spelling and creative activities in the classroom. Although communication on the parent/teacher level and the parent/principal level has increased awareness of the importance of children's reading capabilities, more parent education needs to be addressed to make the program successful as a whole. (Six examples of the child's writing are attached.) (RS)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas