ERIC Number: ED403540
Record Type: Non-Journal
Publication Date: 1996
Reference Count: N/A
Literacy in Transition: Home and School Influences. Reading Research Report No. 62.
Galda, Lee; And Others
A qualitative study described the practices that supported literacy development within one first-grade classroom community and focused on one child, beginning with his entry into first grade and ending near the end of his second-grade year. Practices such as the deliberate valuing of children's live at home, the connection between home and school via home literacy journals, and the establishment of a social, supportive literate community were key to the functioning of this classroom. Oral sharing time, writing and reading workshops, whole-class reading, and project centers were rich contexts that supported children as they developed their ability to communicate through and about print and cultivated the habit of literacy. "John," the case study child, flowered into literacy during his first-grade year with the support of his teacher and peers. While he continued to develop his literacy abilities in his second-grade year, the minimal social interaction in that classroom setting seemed to affect his literacy growth. (Contains 34 references and 6 figures of data.) (Author/RS)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Reading Research Center, Athens, GA.; National Reading Research Center, College Park, MD.