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ERIC Number: ED435972
Record Type: Non-Journal
Publication Date: 1999-Dec-1
Pages: 11
Abstractor: N/A
Reference Count: N/A
Balanced Literacy in a First Grade Classroom: Practices, Tensions and Potentials.
Wiencek, B. Joyce; Vazzano, JoAnne M.; Reizian, Susan
One of the hottest literacy topics currently is "balanced literacy"--the centrist position of experts in the teaching and learning of literacy. Balanced literacy programs utilize both explicit skill instruction and authentic text. A study documented and discovered the enacted practices of an exemplary first grade teacher (with 24 students) using a "balanced literacy program." The guiding questions for the study were: What components constitute the balanced literacy program in this classroom? What model has been adopted by the school district and is mandated through the curriculum? Is this the model the teacher articulates and enacts? If there are differences between the espoused model and the enacted model, what are they and why are they present? What does the teacher's daily and weekly literacy practice look like? An interpretive approach was used to gather an array of data. A thorough description of the classroom environment was documented through fieldnotes, photos, and mapping. An interview protocol was used to record the perceptions and beliefs of the teacher during audiotaped interviews. Data analysis, on-going throughout the study, suggests that the teacher enacts a more complex and rich model than the Four Blocks model that is mandated by the school district. The Complex Model has additional components the teacher believes are essential to the literacy development of all early readers/writers, such as daily read aloud, shared book/poetry experiences, repeated readings, modeled/interactive writing, rich oral discourse experiences, and a home reading and writing program. (Contains 25 references and the Complex Model.) (NKA)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A