ERIC Number: ED429310
Record Type: RIE
Publication Date: 1999-Apr-1
Integrated Literacy Instruction: A Review of the Literature.
Gavelek, James R.; Raphael, Taffy E.; Biondo, Sandra M.; Wang, Danhua
Integrated instruction may be everyone's ideal, but it is the reality in few classrooms. This review of existing literature examines research to determine why this ideal may be infrequently realized. The review concluded that the mismatch between ideal and practice may be at least partially explained by the ambiguity in definitions in the professional literature. Finding no theoretical framework on which to base the review, the first task of the reviewers was to develop one. Next, the reviewers applied this framework to existing research on integrated instruction in elementary grades. They found few data-driven studies on integrated instruction of any sort, although essays advocating integrated language arts were many. Most projects interpreted integration as loose, thematic links. When studies considered interdisciplinary instruction, the boundaries between the subject areas were often rigid. Rarely would a literary stance or writing as a means for reflection be fostered across subject areas. While integrated approaches can serve to restructure school curriculum within and beyond the language arts, the paper concludes that a stronger theoretical and a research base is needed in establishing when and how to integrate the curriculum as well as for what purposes and for whom. Contains 108 references and a figure presenting a conceptual map of integration. (RS)
Descriptors: Elementary Education, Integrated Curriculum, Language Arts, Literacy, Literature Reviews, Reading Research, Theory Practice Relationship, Writing Research
CIERA/University of Michigan, 610 E. University Ave., 1600 SEB, Ann Arbor, MI 48109-1259 (printed copy: $6.50 including handling and shipping); full report may be downloaded from Web site: www.ciera.org ($6.50).
Publication Type: Information Analyses
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for the Improvement of Early Reading Achievement, Ann Arbor, MI.