PDF pending restoration
ERIC Number: ED435093
Record Type: RIE
Publication Date: 1999-May
Reference Count: N/A
Providing a Literacy-Rich Environment for At-Risk Students.
Barber, Michael D.; Carmichael, Michele A.; Reynen, Sharon J.
This report describes a program for developing literacy skills in order to reduce the number of at-risk students in the identified primary classrooms. The targeted population consisted of students in kindergarten, second, and fourth grades. The kindergarten and second grade classrooms were located in a middle to high socioeconomic area within an urban community of Illinois. The fourth grade classroom was located in a lower socioeconomic area within the same community. The problem of inadequately developed literacy skills was documented through data compiled by the teacher-researchers: literacy skills and sight word checklists, anecdotal records, and student assessments. Probable causes for the problem included not only social factors such as lack of prior language experiences and poverty, but also various school structure and curriculum issues. A need for a literacy-rich educational environment in the targeted classrooms was revealed. A review of various strategies utilized with at-risk students combined with an analysis of the targeted settings, resulted in the selection of a five-pronged intervention. The intervention consisted of (1) students were actively engaged in real world reading and writing activities; (2) the teacher explained, demonstrated, and supported reading strategies with the students; (3) the teacher described, modeled, and supported writing strategies with the students; (4) the teacher presented strategies to assist students in spelling and decoding words; and (5) the teacher expanded students' word and world knowledge through various instructional activities. The process when woven together created a "High Quality Classroom" (Cunningham & Allington, 1999) at each site. Improvements were exhibited in the areas of letter recognition, sight word knowledge, oral reading skills, reading comprehension and writing skills. An additional benefit observed was the students' increased level of motivation and confidence. (Contains 39 references, and 5 tables and 12 figures of data; appendixes contain worksheets, checklists, sample activities, and word lists.) (Author/RS)
Descriptors: Action Research, Classroom Environment, Elementary Education, High Risk Students, Instructional Effectiveness, Reading Improvement, Reading Instruction, Reading Skills, Reading Strategies, Spelling Instruction, Student Motivation, Writing Improvement, Writing Instruction, Writing Skills
Publication Type: Dissertations/Theses
Education Level: N/A
Authoring Institution: N/A
Note: Master's Action Research Project, Saint Xavier University and IRI/Skylight.