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ERIC Number: ED405556
Record Type: RIE
Publication Date: 1997
Pages: 61
Abstractor: N/A
Delicate Balances: Striving for Curricular and Instructional Equilibrium in a Second-Grade, Literature/Strategy-Based Classroom. Reading Research Report No. 83.
Baumann, James F.; Ivey, Gay
Previous research has examined either the effects of strategy instruction or the effects of literature-based instruction on children's literacy learning. Much less is known, however, about the combination of teacher-led strategy instruction within a literature-based framework. A qualitative case study explored what diverse second-grade students learned about reading, writing, and literature through a yearlong program of strategy instruction integrated within a rich, literature-based environment. Data sources collected by the teacher-researchers and a participant-observer in the classroom included personal journals kept by both investigators, individual student interviews and interviews with parents and care givers, videotapes of regular classroom literacy activities, artifacts of students' reading and writing, assessments of students' literacy learning, and the teacher-researcher's daily plan book. A content analysis revealed students grew in overall instructional reading level and came to view reading as a natural component of the school day; demonstrated high levels of engagement with books; developed skill in word identification, fluency, and comprehension; and grew in written composition abilities. Findings can be interpreted within a framework of teachers striving for balance and equilibrium within the curricular elements of literature envisionment and contextualized strategy instruction and a blend of teacher-initiated instruction and instruction responsive to students. (Contains 107 references, 77 references to works of children's literature, and 3 tables and 2 figures of data.) (Author/RS)
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: National Reading Research Center, Athens, GA.; National Reading Research Center, College Park, MD.
Grant or Contract Numbers: N/A