Dissertations / Theses on the topic 'Whole Language Approach'
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1
Meyers, Robert H. "Moving into whole language practices." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/714.
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Pietsch, Susan. "Reaction and action: A study of progress into whole language." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/964.
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Woodhead, Nancy Lynne. "Teaching phonics within a whole language theoretical orientation." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/585.
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Miller, Frank J. (Franklin Joe) 1943. "Usage of Whole-Language Instruction in Elementary-School Classrooms: a Case Study." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278860/.
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This qualitative research study examined the usage of whole-language instruction in the classrooms of four self-professed whole-language teachers. Data were collected from the following sources: classroom observations; interviews with the teachers and their principals; and a study of lesson plans, student work, textbooks, and curriculum guides. The following conclusions were drawn from the study. The teachers' pre-existing philosophical views regarding language instruction influenced the effectiveness with which they implemented whole-language instruction more than any other single factor. These philosophical bases also determined, to a large extent, the kinds of whole-language practices and strategies the teachers used in their instruction. The skills-oriented teachers most often stated that they used whole-language instruction in order to review or reinforce skills. The more holistic teachers most often stressed language development, language appreciation, and self expression. The data collected in this study led to the conclusion that teachers must become knowledgeable of whole-language principles and make a personal commitment to the whole-language philosophy in order to develop integrated, coherent whole-language instructional programs. The data also led the researcher to conclude that assessment of whole-language instruction was an area of ambiguity and uncertainty for the teachers involved in the study. The following recommendations were made from the study. Teachers should make conscious efforts to become cognizant of their basic philosophies and beliefs regarding how children learn and develop. Teachers should then ensure that their practices are consistent with their beliefs. Increased emphasis should be placed on developing appropriate means for assessing the effectiveness of whole-language instruction. School districts should provide adequate in-service opportunities and support services and receive the commitment of the teachers before initiating district-wide whole-language programs. Further research should be conducted on how teachers are affected when they are required to teach in ways which are inconsistent with their basic philosophies and/or teaching styles.
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Lindquist, Turi Moffitt. "Using whole language strategies with learning disabled children." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/2955.
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Tharp, Glenda Nell. "A whole language approach to teaching history: Social studies through literature." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/979.
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Dodd, Kathleen Muriel. "Writing workshop in a whole language classroom: Effects on reading comprehension, written language, and writing skills." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1005.
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Warren, Jennifer. "Whole language - reading and parents: A parent in-service." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1057.
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Hodgson, Carolyn R. "A handbook of teaching language arts using a whole-language approach for learning handicapped students." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/392.
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Hernandez, Nellie D. "Integrating folklore in a literature based curriculum using a whole language approach." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/342.
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Samuels, Maxine F. "A qualitative study of planning practices in a whole language elementary classroom /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946294.
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Lenz, Gabriele. "Spelling instruction for beginning writers in whole language classrooms." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/990.
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Teachers of beginning writers, who believe in a whole language philosophy for teaching language arts, are faced with the challenge of integrating spelling instruction into their writing programs. Traditional approaches that involve word lists and weekly spelling tests are not in accordance with whole language beliefs.
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Lloyd, Narelle J., and n/a. "Whole language and teachers' perceptions of their classroom practice in reading and writing." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060818.131449.
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In NSW during the last decade there has been strong interest in
promoting theories that espoused a naturalistic and wholistic
approach to the teaching of reading and writing.
One such theory is the Whole Language Approach to teaching
reading and writing. The work of Brian Cambourne is integral to
this approach and his theory is that the principles of how young
children learn to become successful talkers can be applied to how
children best learn to become successful readers and writers.
This study was concerned with the teachers' perceptions of their
classroom practice and whether these perceptions - relating to
the teaching and evaluation/assessment of reading and writing -
reflected a whole language approach or a non-whole language
approach.
The results of this study indicate that although teachers perceive
that they predominantly favour classroom practices that are
considered as whole language, they still employ some practices
that are not considered to be whole language. Also, some
perceptions of classroom practice indicate that not all whole
language strategies are popular with teachers.
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Lim, Marian G. "Evaluating the English language development of students in two Hong Kong preschools: a whole language vs. atraditional approach." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959660.
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Muldoon, Teresa Margaret. "Language acquisition of ESL students in a discipline-based art education classroom using collaborative learning and whole language." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc332506/.
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This study examined the influences of a variety of verbal and non-verbal strategies on the language acquisition of six fourth grade ESL students in a discipline-based art education classroom. The art teacher/researcher spoke only English, and the students spoke Spanish almost exclusively. The art instruction occurred during eighteen 30 minute sessions, over a period of five months. The program involved the whole language approach, collaborative/cooperative learning, and the study of art concepts through verbal and graphic symbol cue cards and images of art works. Data were amassed from transcripts of video recordings, student and teacher interviews, and reflective notes. This study showed highly successful results with student growth in language acquisition and comprehension of art concepts.
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Shapiro, Ardyth. "A Descriptive Study of the Implementation of an Integrated Whole Language Approach at the Fifth Grade Level." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/1205.
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The purpose of this study was to describe the implementation of a major curriculum change at the fifth grade level in two different school district settings; an urban district and a suburban district. The major curriculum change was a shift from traditional reading and language arts instructional approaches to an Integrated Whole Language instructional approach. The implementation of this change was examined on the basis of self-reports by administrators, teachers, and students and was analyzed in the context of organizational factors in schools that have typically influenced change. These included school district demographics, the decision making process, administrative support, inservice training, the principal's leadership role, and resources available. Additionally, the study investigated the relationship between teacher self-reported implementation behaviors and student self-reported attitudes and behaviors related to reading and writing. A blend of qualitative and quantitative research methodologies was employed to describe the implementation as a change process. Extensive descriptive data was collected from school districts, individual schools, administrators and teachers. Teacher administrator interviews were conducted to develop description of organizational factors, and teachers reported their implementation behaviors on a questionnaire. Teacher implementation scores were used to describe difference between teachers, schools, and districts. A major conclusion was that change is an individual and developmental process. Differences existed in teacher implementation scores and perceptions of the change. It was also concluded that significant differences between administrator and teacher interview responses were related to different knowledge and involvement levels, and a reported lack of principal support. Within school differences and between district differences were found and were related to contextual factors.
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Lim, Marian G. "Evaluating the English language development of students in two Hong Kong preschools : a whole language vs. a traditional approach /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18810470.
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Marshall, Ailsa. "The relationship between teachers' attitudes to the teaching of writing and whole-language/skills-based philosophies." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28773.
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This study investigated teachers' attitudes towards four specific strands isolated from views propounded in recent literature and research on the teaching of written composition. Much discussion in this field has focused on a "new paradigm" in that educators and researchers alike have come to view writing from a new perspective. Certain aspects of this new perspective on the teaching of writing appear to be shared by various sources in the literature. From this body of writing the researcher identified and isolated four distinct, though interwoven, shared values or "strands." These concerned Control on the part of the student-writer, Respect for what the student-writer has to say in his or her writing, Sharing the writing process, and Learning from writing by using writing as a tool for learning. A questionnaire was constructed to probe teachers' attitudes to each of these strands. Two sample populations, one with a whole-language and one with a non-integrated orientation towards teaching language, were identified. Twenty-five teachers from each population answered a three-part questionnaire. The main body of the survey probed attitudes to each of the strands. T-test results indicate that, while the whole-language oriented group reacted more favorably to all four strands in general, statistically this was highly significant in only two of the strands. That is, CONTROL on the part of the writer, and SHARING the writing process as in a community of writers appeared to be valued more highly amongst teachers with a whole-language orientation. This suggests that there may be a relationship between a whole-language orientation and these two aspects of teaching writing.Education, Faculty of
Graduate
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Lai, Chung-ju. "Staff development for whole-language teacher in Taiwan English as a foreign language." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2571.
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This project explores the Whole Language method for developing Taiwanese students' language proficiency in both Chinese and English. It includes sections on current practice in primary-level instruction, teaching methods, learner-centered literacy, crosscultural teaching and learning, and school administration. It provides a theoretical framework for training Whole Language teachers, an instructional unit and a strategy for assessment.
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Luke, Leah M. "Ways to enhance comprehension and vocabulary within a whole language framework." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/795.
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Griffith, Bonnie L. "A hands-on approach to literature: Designing a grade 1-3 whole language literature unit." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/432.
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Franks, Mary Susan Tomat. "A whole language curriculum for nonreading, limited English proficient Native American adult factory workers." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-06062008-170311/.
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Fiorindo, Marcia Ann Musket. "How to transition from a traditional classroom to a whole language classroom by implementing a fourth grade social studies-language arts unit that meets the needs of all students." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/896.
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Rutter, Lucinda. "The implementation and facilitation of the whole language approach with deaf learners : eight to twelve years old." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53647.
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Thesis(MEd)--University of Stellenbosch, 2003.ENGLISH ABSTRACT: Traditionally, schools for Deaf learners taught the language arts within a behaviouristic model with the result that language was broken down into parts and sub-skills and presented in a de-contextualised way. This approach to teaching was sequentially building from the simplest to the most complex form. In contrast to this, the Whole Language approach focuses on a holistic and integrated approach where all language forms are contextualised. Deaf learners need to acquire language as well as develop language before actively engaging in oracy and literacy. With the acceptance of Sign Language as part of the Total Communication philosophy, the medium of instruction is English/Afrikaans/Xhosa in the printed and written form. This necessitates a move towards an approach in which the teaching and learning of language is meaningful, as well as functional such as the Whole Language approach which includes aspects of constructivist theory, appropriate beliefs and effective practice. This research focused on the factors influencing teachers' acceptance and problems experienced as well as the literacy development of the Deaf learner during implementation and facilitation of the Whole language approach. The qualitative design accommodated the exploratory contextual nature of this type of research. The research methodology was a qualitative case study, consisting of three experienced teachers of the Deaf and twenty Deaf learners with varying degrees of hearing losses and mixed language abilities. The methods used during data collection were interviews, journal entries, workshops, and observations. Data analysis was done by using the procedure of open coding where manageable units of data were coded into categories and themes. These themes and categories were interpreted and correlated with the literature. The researcher facilitated the implementation of the Whole Language approach by providing the resource material, building trusting relationships and continuously consulting with the teachers involved in the study. The findings of the study shows that learners abilities such as confidence, risk taking, interest, power sharing, trust, motivation and active learning contributed to learners engaging in the language system - oracy and literacy whilst it extended and enriched the teachers' practices and teaching strategies.
AFRIKAANSE OPSOMMING: Tradisioneel het skole vir Dowe leerders taal binne 'n behaviouristiese raamwerk onderrig wat tot gevolg gehad het dat taal in kleiner eenhede en subvaardighede, sonder 'n bekende konteks, aangebied is. Hierdie benadering is stapsgewys aangebied vanaf die eenvoudigste tot die mees ingewikkelde vorm. Hierteenoor staan die Geheeltaalbenadering waar klem geplaas word op 'n holistiese, geïntegreerde benadering waar alle taalfasette gekontekstualiseer word. Die verwerwing en ontwikkeling van taal is 'n voorvereiste vir die Dowe leerder se kommunikasie ("oracy") - en geletterdheidsvaardighede (lees en skryf). Met die aanvaarding van Gebaretaal as deel van die Totale kommunikasie filosofie, word Engels/Afrikaans/Xhosa die onderrigmedium ten opsigte van lees en skryf. Gevolglik is dit noodsaaklik om 'n benadering te volg waar klem gelê word op betekenis om sodoende aan die taalbehoeftes van die Dowe leerder te voldoen. Die Geheeltaalbenadering voldoen aan hierdie vereistes ten opsigte van die teoretiese begronding, die konstruktivistiese filosofie, toepaslike geloofsisteme asook die effektiewe praktyk. Hierdie navorsing is toegespits op die geletterdheidsontwikkeling van die Dowe leerder en die faktore wat die onderwysers se aanvaarding tydens implementering en fasilitering van die Geheeltaalbenadering 'n rol gespeel het. Die kwalitatiewe aard van die navorsingsontwerp het In verkennende en kontekstueel-beskrywende vorm aangeneem. Die navorsingsmetodologie het gebruik gemaak van 'n enkel gevallestudie waaraan drie ervare onderwysers en twintig Dowe leerders deelgeneem het en verskillende grade van gehoorverlies en taalvaardigheidsvlakke openbaarhet. Die metode van data-insameling wat gebruik is, is onderhoude, joernaalinskrywings, werkswinkels en observasie. Die data-ontleding was gedoen deur gebruik te maak van 'n cop koderingsprosedure, waar hanteerbare data-eenhede gekodeer is in temas en kategorieë. Laasgenoemde is met behulp van literatuur geïnterpreteer en gekorreleer. Die navorser het die Geheeltaalbenadering geïmplementeer en gefasiliteer, deur hulpmiddels te voorsien, sowel as om betroubare verhoudings en effektiewe samewerking tussen kollegas te bewerkstellig. Die bevindinge van hierdie studie het gedui dat leerders se vaardighede soos motivering, bereidheid om te waag, belangstelling, wedywering en vertroue 'n bydrae gelewer het tot h/sy inskakeling as aktiewe leerder ten opsigte van die taalsisteem (kommunikasie en geletterdheid) terwyl die onderwysers se onderwyspraktyk en onderrigstrategieë uitgebrei en verryk is.
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Wortman, Robert Charles. "Authenticity in the writing events of a whole language kindergarten/first-grade classroom." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185416.
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The purpose of this study is to answer the research question: What are the elements of the writing process and written texts of kindergarten/first grade students in a whole language classroom that constitute authenticity? The written texts of twenty-one children from a variety of ethnic, socioeconomic and linguistic backgrounds were collected over the course of the school year. The tests were categorized according to penpal letters, signs/labels/captions and dialogue journal entries. Each category was analyzed to describe the writer's place in the context of situation, the function that each text served and the interaction of the linguistic cueing systems. The data indicate that the physical elements in the Context of Situation as described by Michael Halliday that proved most important to authenticity are: (1) Availability (proximity) and accessibility of a wide variety of resources. (2) Experience of students in creating and identifying resources in the environment. (3) Many opportunities to interact with audiences. (4) Student ownership of the process. The social relationships within the classroom that proved most important to authenticity are: (1) having a "real" audience for writing. (2) The relationship between the writer and the audience. (3) The degree of invitation with choice of when and where to write. The features of written texts which proved most important to authenticity are: (1) The students' familiarity with the genre of text. (2) The function of the texts to fulfill the purposes of the students. Whole language classrooms such as the one in this study provide a rich source of data for the study of authenticity.
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Gillette, Louise M. "A summer reading program for kindergarten through second grade utilizing whole language and literature-based instruction." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/326.
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Patten, John Joseph. "Computer assisted assessment and computer assisted portfolio development in a whole language classroom." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/861.
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Saez, Vega Ruth Jeannette. "The Literacy of Puerto Rican Children in a Whole Language Kindergarten: An Ethnographic Case Study." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/565571.
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Haas, Madeleine Marie. "The development of writing using funds of knowledge and whole language with secondary ESL students." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/828.
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Davis, Ruth A. (Ruth Ann) 1946. "A Comparison of the Reading and Writing Performance of Children in a Whole Language Pre-First-Grade Class and a Modified Traditional First-Grade Class." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331120/.
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This study examined differences in literacy development between five students attending whole language pre-first-grade classes and five students eligible for pre-first-grade classes but attending modified traditional first-grade classes. Differences between whole language pre-first-grade classes and modified traditional first-grade classes in use of literacy materials, teaching procedures, and amount of time spent on literacy were also examined. The procedures involved testing the subjects on reading and writing skills, observations of the pre-first-grade and first-grade classes, and analysis of subjects' writing samples.
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Wilcox, Gladys M. "The challenge: Effective learning through whole language, literature, thematic units and the social science framework for third grade." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/850.
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Huang, Ling-Ying. "Teachers' understanding and implementation of a whole language approach to literacy in Taiwan : a study of early years' teachers' beliefs and practices." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/4085.
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In recent years, state and national governments have introduced major programmes to reform literacy teaching, e.g. textbook programmes in the United States; the Literacy Block in Victoria, Australia (DEET, 1997, 1998); the National Literacy Strategy (NLS) in England (Department for Education and Employment (DfEE), 1998). These programmes are largely based on the growing body of evidence about what may constitute effective literacy teaching. Following the trend, Taiwan‟s government is also recognizing that in order to meet the challenges of globalization and the desire to improve students‟ PIRST in the literacy section year–on-year, Taiwanese should be well-equipped with new knowledge and literacy (Ministry of Education, Taiwan; 1999, 2000, 2003, 2005). One of the ways to make education and training more accessible is by providing better infrastructure, such as building new libraries and providing more books, as well as upgrading the teaching and learning practices through teacher training. There is also an urgent need to improve the declining standards in Chinese literacy (Ministry of Education, Taiwan; 1999, 2000, 2003, 2005). In 2000, the Taiwan Education Commission proposed a Reading Project in an attempt to deal with these challenges, which included the whole language approach (MOE, 2000). This approach was the key guideline for the implementation of the aims of early childhood education for the twenty-first millennium. Therefore, many nurseries and kindergartens claim that they have applied the whole language approach as part of their teaching policy, and have treated it as an important element of their curriculum design. In order to explore the understanding of Taiwanese early year‟s teachers regarding whole language approach and its implementation, a total of 200 questionnaires were delivered to teachers at nurseries and kindergartens. 169 were completed and analyzed. In addition, three Taiwanese nursery teachers participated in an in-depth qualitative study to investigate the implementation of the whole language approach and to explore their understanding of it. During the course of the investigation, their beliefs about literacy teaching and the extent to which those beliefs are reflected in their classroom practices were examined. Their framing of the whole language approach was tracked for more than four months by means of interviews and classroom observations. The wealth of data and information collected revealed that although the whole language approach may be positively mandated on a large scale, individual differences between teachers may make the implementation of any such approach or reform more variable in its impact than researchers and policy makers would expect. The findings indicate that, while teachers sought to include the whole language approach into their literacy teaching, their thinking often shifted and their concept of the whole language approach and literacy learning and teaching fluctuated. The findings also highlight the complexity of these views. The key influences on teachers‟ perceptions of literacy and literacy teaching form a continuum, ranging from a purely discrete skill-based curriculum, which reflects traditional Confucian beliefs, to social interaction, which supports the integration of the whole language approach. This range of beliefs is informed by a variety of different influences, including the experience of teachers; their personal background; their understanding of the needs of parents, as well as those of school requirements; government suggested guidelines, and, finally, cultural demands. Each of these influences represents a unique challenge to the beliefs of teachers. When drawn together, the combination of influences that emerge illustrates the complex ways in which teacher beliefs inform their pedagogical practice. What the data reveals is that the pedagogical practices of teachers were pushed and pulled by these intervening forces, along a continuum between a whole language approach and a more traditional skill-based teaching. Therefore, it is not that they were slow to adopt the utopian whole language approach in practice, nor were they reluctant to change, but that their practice was in reality always constrained by these forces. The findings also indicate that there are immense difficulties in understanding the concept of the whole language approach and a gap between the practitioners‟ espoused theories and practice. The study revealed the complex nature of learning and teaching and the core issue for implementing reform, namely, the need to bridge the gap between theory and practice. Based upon the findings of the study, implications for practice are also considered, namely, the need for government funding and subsidies to help nursery schools to mediate market forces; the restructuring of the bureaucratic and hierarchical management in nurseries; the empowerment of teachers through nurturing their pedagogical competence; support of professional career training; and the ongoing development and reformation of the philosophical underpinnings of teacher training.
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Chen, Shu-Fen, and res cand@acu edu au. "Cooperative Learning, Multiple Intelligences and Proficiency: application in college English language teaching and learning." Australian Catholic University. Faculty of Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp120.25102006.
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The purpose of this research is to investigate whether the implementation of Cooperative Learning (CL) activities, incorporating the insights given by Howard Gardner’ (1993) theory of Multiple Intelligences (MI) and the notion of Whole Language Approach (WLA) in college EFL classrooms will have a positive effect on students’ language proficiency and attitude. A quasi-experimental study was developed. The site of this study was in an EFL classroom in a Taiwanese College. The subjects were from the researcher’s three English classes at Chung Hwa Institute of Medical Technology during one semester. Many learning activities based on Gardner’s theory of Multiple Intelligences were used while a Cooperative Learning approach was practiced. The data for this study was collected from three sources. One was from the subjects’ questionnaires on attitudes and on motivation, regarding Cooperative Learning and Multiple Intelligences. Another was from student interviews. The third was from the students’ test scores on their language proficiency tests. The results of the study showed that the experimental group that was taught using the ideas based on CL and MI outperformed the group based on CL, and the control group, on the Simulate English General Proficiency tests for the four language skills. Though there were no significant differences among them within this short-time study, the motivation in learning English was enhanced a great deal for the experimental group that was taught using the CL and MI ideas. Based upon the insight gained from this study, CL, MI, WLA and Language Learning Center were thus recommended to be integrated into the Junior College English curriculum. Pedagogical implications for the application of CL and MI in an EFL classroom were developed. Above all, suggestions for teacher development in CL and MI were proposed. Finally, suggestions for future research have been recommended.
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Ahl, Astrid. "Läraren och läsundervisningen : En studie av åldersintegrerad pedagogisk praktik med sex- och sjuåringar." Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 1998. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-16573.
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This dissertation is about reading instruction in six mixed-aged classes, called child schools, with six and seven year old children. The overall questions of this study were: How did the teachers in child schools organise work in general and reading instruction in particular? How did they handle for example the increasing range of variation concerning knowledge and skills that goes together with increasing variation of age? With respect to reading the investigation also examined the content of reading instruction and the extent to which teachers took into account those factors that, according to reading research, are important for the acquisition of reading skills? Overall the research aimed to examine how the reading ability of the pupils developed during their first years at school. Six child schools were included in the study. The data collection extended over three years and contained field studies, interviews with the staff and reading tests with the pupils. Reading theories were used to analyse the form of the reading instruction and Basil Bernstein's theory of visible and invisible pedagogy was used to analyse pedagogical practice in its context. With one exception a visible pedagogy dominated in all the child schools. During lessons designated "my own work" the pupils were allowed to plan their work. This weak framing allowed the pupils to sort themselves into groups of more or less successful learners. In reading instruction, elements of two different models for instruction were combined, e.g. the whole language and the basal reading approach. My conclusion is that this combination is effective in a mixed-age group. Pupils at different competence levels benefit from different approaches. The reading comprehension of the child school pupils did not differ from the levels obtained with comparable pupils in national surveys. The test results, like the learning conditions varied between the schools. In my view the test results were not merely a consequence of the instruction, but also of other circumstances that interacted with the pedagogy.
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Tramp, Iris Anne. "This too is writing: Writing in the holistic classroom." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/921.
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Potter, Michelle Denise. "Making writing meaningful for students." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1328.
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Walker, Dianne. "The effects on the spelling of Year two, six-year-old children when SRA spelling mastery is added to the whole-language process writing approach to written language." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2003. http://hdl.handle.net/10092/2478.
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This thesis defines spelling, describes the models of spelling development, and the
research into the teaching of spelling. In New Zealand, the teaching of spelling is embedded
in the whole-language classroom programme. Evidence suggests that the level of
achievement in spelling in children's writing is of current concern (Flockton & Crooks,
1999).
The purpose of this study was to examine the effect of the addition of daily ten to fifteen
minute SRA Spelling Mastery lessons had on the spelling of six-year-old children, in
their daily process writing. In addition, the extent of generalisation of both the phonological
skills and the specific spellings of high frequency irregular words taught to the children's
writing were analysed.
A single-case, combined multiple-baseline and reversal design was used to compare
differences in spelling performance during baseline conditions and treatment (SRA Spelling
Mastery) conditions. During baseline, the children continued participating in the whole language
classroom programme. In the treatment phase, the children participated in a daily
SRA Spelling Mastery lesson as an addition to the baseline procedures.
Seven, six-year-old Year Two children, from a regular classroom, four boys and
three girls who met the criteria for teaching at SRA Spelling Mastery Level A (based on the
SRA Spelling Mastery Level A Placement Test) and who had no identified difficulties or
special needs nor were receiving programmes additional to the classroom programme,
participated in the study. Gentry's (1981, 1982) stages were used to determine the children's
spelling development. The results showed that the children's phonetic spelling accuracy increased during
SRA Spelling Mastery, indicating a treatment effect; however, minimal change occurred in
the level of orthographic spelling accuracy. When the number of different words written
without a prompt, and ortho graphic and phonetic spelling accuracy were compared, a
possible treatment effect occurred. The high frequency irregular words taught generalised to
the children's writing. There was a possible gender effect during the SRA Spelling Mastery
conditions favouring girls. The children rated SRA Spelling Mastery as more preferred than
process writing.
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Maloney, Katherine Anne. "A writer's workshop approach to teaching the California English-language arts standards in writing." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1713.
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Askildson, Lance. "Phonological Bootstrapping in Word Recognition & Whole Language Reading: A Composite Pedagogy for L2 Reading Development via Concurrent Reading-Listening Protocols and the Extensive Reading Approach." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/196014.
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The present study investigated the effects of concurrent reading and listening--in the form of the Reading While Listening (RWL) technique--as a means of improving word recognition and reading comprehension among intermediate L2 readers and compared these effects to a distinct top-down reading pedagogy in the form of Extensive Reading (ER) approach, an integrated pedagogy of both RWL and ER and a Control pedagogy of silent in-class reading. Drawing upon innate acquisitional mechanisms of phonological recoding as articulated by Jorm & Share's (1983) Self-Teaching Hypothesis (STH), the present research suggested the simultaneous presentation of identical orthographic and aural input as an ideal protocol for the exploitation of such a route to fluent word recognition in reading. Drawing upon innate acquisitional mechanisms of cognitive inferencing and whole language development as proposed by Goodman (1967, 1988), Krashen (1995, 2007) and Day & Bamford (1998), the present study also proposed the ER pedagogical approach as an effective top-down mechanism for cognitive inferencing in reading and whole language development as well as a tool for addressing L2 reader affect. In order to investigate the efficacy of RWL and ER respectively, while also as an integrated composite pedagogy of both RWL and ER, the present study employed a mixed-methods quasi-experimental design incorporating longitudinal classroom treatments of RWL, ER, RWL-ER and Control reading pedagogies over five weeks and among 51 intermediate ESL readers. Univariate and multivariate statistical analyses, alongside qualitative data reduction and display, supported the respective and significant efficacy of RWL and ER reading pedagogies over Control treatments on measures of reading rate, comprehension, vocabulary and grammatical knowledge gains as well as reader affect. Moreover, the composite RWL-ER treatment group demonstrated superlative gains above all other treatment types in a manner that supports the distinct advantages of such an integrated reading pedagogy, which pairs acquisitional approaches to both bottom-up word recognition and top-down cognitive skills development in tandem. Pedagogical implications for these findings are discussed alongside limitations and area for future research.
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Molnar, Smith Caroline. "Improving Reading Skills For Dyslexic Students In The English Classroom." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29806.
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The aim of this paper was to investigate what principles and approaches can be utilized when helping dyslexic students to improve their reading skills in the English classroom. The structure of this study is narrative research synthesis which means that the paper is based on articles written by others. The results indicate that there are several approaches to make use of, such as the Orton-Gillingham approach, Phonics and Whole language. Many experts support the principle of multisensory structured learning regarding the teaching of dyslexic students. This means that students use all their senses at the same time: visual, auditory and kinaesthetic. In order to further help students improve reading skills, the teacher can create a safe and calm classroom environment to reduce stress.
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Bright, Robin M., and University of Lethbridge Faculty of Education. "The relationship between traditional and whole language approaches to language arts instruction." Thesis, Lethbridge, AB : University of Lethbridge, 1988, 1988. http://hdl.handle.net/10133/9.
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Initially the purpose of this ethnographic study was to discover insights into effective teaching in an actual classroom. However, as the study developed, it became apparent that two very different and distinct approaches, to language arts instruction were operating. These two approaches came to be known and understood as traditional and whole language concepts of effective thinking. This lead to the question, to what extent are these two approaches compatible in one classroom during language arts? Each position was researched and explored to provide extensive background and clear definitions for the study.
Throughout this process the data collection began. Descriptive data of one grade four classroom during language arts instruction emerged. The research did not focus on one of the two pre-determined teaching behaviors but described the classroom as a social situation during language arts. The lengthy and in-depth description contained information about me, the teacher, the school, the students, the classroom, the parents, the program and it's resources.
The main data collection occurred through participant observation which means I studied a situation in which I was already and ordinary participant. Data were collected according to a systematic scheme which served to document the classroom and were compared with ethnographic notes of two other independent field researchers, who were non-participate observers. The ethnographic record consisted of field notes, tape recordings, pictures, student work and student and teacher journals. These data were collected from the beginning of January until the middle of April, 1987. Each observation lasted for 30-45 minutes twice weekly, yielding about 25 hours of classroom data over a four month period.
The data provided a lengthy description of a grade four classroom during language arts instruction and in so doing, discovered characteristics of both traditional and whole language approaches. Specifically, a traditional approach exercised greatest influence in the areas of: 1) spelling 2) classroom management, and 3) evaluation. A whole language approach primarily influenced the following areas: 1) concept of learning 2) pedagogy, and 3) curriculum. These conclusions suggest that what goes on in a classroom may be a highly complex process that is not necessarily influenced by only one theoretical approach but by a combination of several. This may suggest a change in the treatment of these approaches as unconnected strategies of effective teaching.x, 137 leaves ; 28 cm
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Mu, Congjun. "An investigation of the writing strategies three Chinese post-graduate students report using while writing academic papers in English." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16426/.
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Due to a lack of effective writing strategies and inhibition of English language proficiency, university students in China are found to produce little and shallow content in their English academic writing. Similar problems are also embodied in the academic writing of Chinese overseas students who struggle to survive in the target academic community. The purpose of this study was to investigate the writing processes of second language (L2) writers, specifically examining the writing strategies of three Chinese post-graduate students in an Australian higher education institution. The study was prompted by the paucity of research in the writing strategies used by Chinese students in English academic writing in an authentic context. Although it was too small in scale to generalise in the field of L2 writing, the study will stimulate research in L2 writing theory and practice. Based on a review of theories related to L2 writing and research in Chinese and English writing strategies, the writing strategies used by three Chinese post-graduate students while writing academic papers in English were investigated. Their understandings of English and Chinese writing processes, the issue of transfer of Chinese writing into English writing and cultural influence of native language on L2 writing were explored as well.
Qualitative hermeneutic multi-case study methods were employed to provide a richer description of the writing strategies used by the three students to develop a deeper understanding of the L2 writing process. Data were provided by three Chinese post-graduate student writers in Public Health who were observed undertaking different tasks. Ally, a Masters student, was observed completing one of the assignments for a course. Susan and Roger, both doctoral students, were observed working on a second stage proposal and a journal paper respectively. Data collected from semi-structured interviews, questionnaires, retrospective post-writing discussions and papers were categorised and analysed using topical structure analysis and cohesion analysis.
The findings suggest that writing in a second language is a complicated idiosyncratic developmental process influenced by cognitive development, social/educational experience, the writer's first language (L1) and second language (L2) proficiency and cultural factors as well. These proficient writers were found to utilise a broad range of writing strategies while writing academic papers in English. This study in some degree supports Silva's (1993) finding that the L2 writing process is strategically, rhetorically, and linguistically different from the L1 writing process. Most of the metacognitve, cognitive, communicative and social/affective strategies except rhetorical strategies (operationally defined in this study as organisation of text or paragraphs) were found to transfer across languages positively. These student writers were noticed to have difficulties in acculturating into the target academic discourse community because of their background of reader-responsibility which is regarded as a crucial feature in Eastern rhetoric and is distinguished from writer-responsibility in English rhetoric (Hinds, 1987, 1990).
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"A whole language assistance programme with English second language pupils." Thesis, 2014. http://hdl.handle.net/10210/12699.
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M.Ed. (Psychology of Education)As the South African education system is moving towards complete reorganisation and fundamental restructuring, teachers have been forced to take a look at the language being used in their now multilingual classrooms and also at their own teaching of language, as opposed to the teaching of school-based literature. Some teachers see this as a challenge, and with the attention now being paid in the school curriculum to the communicative use of English, are attempting to change their beliefs and conceptions about instruction, language and learning. For many teachers of English second language pupils, the answers lie in the whole language philosophy, as it stands for justice, democracy, and empowerment and against injustice and a stratified society. However, the whole language movement grew from an original focus on the reading, writing and learning processes of native speakers of English, and is only beginning to affect second language learners. The focus of this study is therefore on the implementation of whole language with English second language pupils, with the aim of improving the instruction and education of these learners as well as enhancing the support systems and training for whole language teachers. The whole language philosophy is it different way of thinking about teaching and learning, and thus teachers need to be continually encouraged to examine their own assumptions about learning and teaching. The theory framework for this study includes readings in the origins of whole language, the whole language belief system, English second language learning and connections between whole language and English second language pedagogy. The theoretical framework is constructed with the aim of supporting the construct and approaching the research question from different angles. The nature of the research question presupposes a monographic study as research format, which in tum directs the research to observations, an individual interview and document analysis. The discussion of the monographic study takes place against the background of the qualitative research paradigm. The teacher and Grade One English second language pupils of a Language Assistant Programme, characterised by whole language principles, are the target group of this study. The findings of the inquiry indicate that the whole language philosophy can be applied to English second language learners, but needs to be complemented with an understanding of second language acquisition and English second language teaching methods. It was also found that teachers need continual support in transforming the whole language philosophy into practice and in examining their own beliefs and assumptions about learning and instruction.
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ya, Shih li, and 施麗雅. "The Collaborative Action Research on Whole Language Approach in a Kindergarten." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/92218589476008217403.
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碩士國立新竹師範學院
幼兒教育研究所
90
Abstract This is a collaborative action research on whole language approach that I conducted with two kindergarten teachers. The purposes of this study are to understand more about the implementation of whole language in a kindergarten classroom, and to discuss its results and influential factors. Informal conversations, interviews, observations, and related documents and files were used as techniques for 8 months’ data collection. The implementation of whole language in this study was divided into three stages, and we developed different strategies and activities for each stage. In the preparation stage, we formed a whole language study group, visited one whole language kindergarten, re-arranged the classroom setting, and called for a parents’ meeting. These preparations and arrangements contributed to the practice of the whole language approach in the following two stages. In the reproducing as well as experimental stage and the teacher-student developing stage, the strategies and activities we developed are: providing an environment with abundant visual words, establishing language learning centers and encouraging parents’ participation, providing listening and speaking interactions, increasing various writing activities, bringing forth the learning atmosphere and practicing the whole language approach in an integrated way. It is found that the children became more active and interactive in their learning. The learning environment and resources were more various and abundant. The learning activities were more diversified and adaptable. The teachers adjusted the activity time and subjects to facilitate the learning. The children performed a respective attitude and mutual learning behaviors accordingly. The results of the implementation of whole language in this study are：the children’s listening concentration and comprehensions were improved. They changed to have abundant vocabulary and poised speaking ability. Their passive dependent reading habit became voluntary independent. Their handwriting progressed from daubs to symbols. They were curious, spontaneous and self-directed in learning. The experience was a special achievement for some exceptional children. The teachers prepared various lesson plans. Teacher’s guidance was subsided to meet the children’s needs. The parents were positive, cooperative and satisfied with their children’s achievement. Those parents who volunteered as teachers gained a sense of self-achievement because of the children’s high learning interest. The positive factors associated with the whole languages approach in this study are: the principal’s support, the parents’ assurance and cooperation, the application of learning resources and external environment, the teachers’ recognition to the whole language theory and attempt to practice it, and the support from the collaborative action research. The negative factors are：the interruption of administrative matters, the deficiency of teaching discussions, and the defects of portfolio assessments. Keywords: early childhood teachers, early childhood education, whole language, collaborative action research
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Kuong, Wai-Fong, and 鄺慧豐. "The Whole Language Approach on Using Curriculum in Intermediate Chinese Practicum." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/20991182746322839215.
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碩士文藻外語大學
華語文教學研究所
103
This study was designed to investigate the Whole Language Approach in the Chinese language teaching intermediate essentials, planning a six-week intermediate Chinese teaching design. This study used questionnaires, interviews and triangulation, and collected a full seven principles of instructional design theory of language: first, courses must be integral to part; second, a student-centered, because learning is the active construction of knowledge by students; third, courses for students now make sense and purpose; four, students have social groups; five, courses both spoken and written, speaking and writing while developing; six, curriculum should be up students starting school with a known unknown; seven, teachers to demonstrate the student's confidence to expand the potential of students, the seven principles of the present study is teaching design. The study found that seven theory of "learner-centered" headed. Instructional Design for intermediate learners of Chinese, summarized the following conclusions: First, make the best use of existing Chinese learners' knowledge and compare the teachings conjunction synonyms, so that students understand the meaning in texts teaching points, two, using a mind map learning topics, Third, teachers and provide relevant learning materials through meaningful questions.
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陳詩莉. "Action Research on Math Instruction for Young Children:The Whole Language Approach." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/96483721981215504770.
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碩士國立新竹教育大學
幼兒教育學系碩士班
99
The purpose of this study is to investigate how kindergarten teachers utilize the Whole Language approach to help young children develp mathematical concepts. The research questions are as follows: 1).What kind of whole-language strategies do kindergarten teachers use to help young children develop math concepts? 2).What problems do the kindergarten teachers encounter in their application of the whole-language approach on teaching math concepts? 3).What are the potential solutions to these problems? I conducted an action research to explore how to apply the Whole Language ideas to implement more creative and appropriate strategies for math teaching for young children. In the process, I obtained observational data on my own instruction and children’s learing activities via video-taping. I also interviewed my colleagues and other early childhood professionals to collect feedback on my teaching and also innovative ideas for further improvement of my instruction. Curriculum and instructional documents related to this research were also collected from my classroom, such as teaching plans, children-observation records, learning assessments, and parent reports, etc. Data analysis was conducted through a periodical and repetitive manner, which enabled myself to read and study the activities my partner and I provided for children and to investigate whether our instructional strategies were helping them learn. We discovered that five major teaching strategies were adopted: 1. Arranging diverse learning opportunities for math concepts for young children; 2. Enpowering students to apply math concepts by themselves; 3. Utilizing language as a powerful medium for learning math concepts; 4. Helping children discover math concepts in daily life; 5. Building stimulating learning environments for math concepts. The difficulties encountered in teaching were categoried into three main aspects: teacher factors, children factors, and environment factors. Possible solutions to these problems, which my partner and I have tried were discussed. Three conclusions and three discussions are drawn from the above-mentioned findings. Several suggestions for practitioners and future research and for my own further improvement are presented.
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Kan, Chin-Feng, and 干錦鳳. "Action Research On Teaching Chinese Phonetic Symbols With the Whole Language Approach." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/94100091753722514781.
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碩士國立新竹教育大學
幼兒教育學系碩士班
102
The purpose of this study is to investigate how a kindergarten teacher improved her Chinese phonetic symbol teaching through action research, in which she tried to integrate the whole language philosophy into classroom practices with continuous reflection, implementation and revision of her instructional strategies. Two research questions were raised: 1. What whole language strategies and activities did the teacher adopt in Chinese phonetic symbol teaching? 2. What difficulties or challenges did the teacher encounter during the implementation of the whole language strategies and activities? How did she cope with the difficulties? This study was conducted at a kindergarten classroom in a public elementary school located in northern Taiwan. There were 28 children with two teachers and a caregiver in the class. Based on literature review and her prior teaching experiences, the researcher developed a set of Chinese phonetic symbol teaching strategies, which she gradually revised and improved as the research proceeded. While implementing the strategies, the researcher collected data through observations, interviews, and documentations to explore the effects of those activities on young children. Nine major instructional strategies were identified: (1) to integrate curriculum through thematic teaching; (2) to enhance learning functions of the materials in the language arts center; (3) to strengthen classroom routines with written texts; (4) to provide abundant environmental prints in the classroom; (5) to facilitate children’s Phonological awareness with nursery rhymes, poems, and phonemic games; (6) to enrich children’s experience with text with picture books; (7) to utilize the information technology as teaching aids; (8) to adopt the phonetic alphabet games as major part of the pedagogy; (9) to implement authentic assessment. The study also found that not a single strategy that can have an impact on children's learning, but a variety of strategies applied and intertwined to achieve positive learning effects. The impact on children's learning generated as follows: (1) children apply writing skills in diverse contexts; (2) children’s sensitivity of phonetic symbols are enhanced; (3) children demonstrate strong motivation to learn phonetic symbols; (4) children’s phonological awareness is promoted; (5) the disadvantaged children show observable improvement in learning; (6) there are apparent cases of transferring in children's learning. The difficulties or challenges the teacher encountered include: (1) the teacher’s understanding of the whole language philosophy; (2) the children’s insensitivity to environmental prints; (3) the huge individual differences among children.; (4) the uncertainty of learning assessment; (5) the difficulties in maintenance of information software and digital equipment.; (6) the discrepancy between the teaching partners.
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Chang, Yi-ting, and 張憶婷. "The Efficacy of Whole Language Approach with Predictable Texts on Reading Comprehension." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/97713334105783876084.
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碩士國立彰化師範大學
兒童英語研究所
102
With reading taken as one of the essential English skills for language learners, studies have shown that whole language reading instruction helps children construct meaning from what they encounter in text. The Whole Language Approach emphasizes children’s efforts to seek meaning in language. Correcting technical errors is therefore not the focus of whole language instruction. Despite its holistic transaction between the reader and text, the whole language approach may present problems for EFL students, given that they need decoding skills in order to build their reading fluency. Featuring in repeated patterns, predictable books can provide children with additional linguistic practice as they read. The current study investigates the effects of predictable books with whole language approach on Taiwanese sixth graders’ reading comprehension. There were forty four graders from an elementary school from central Taiwan participating in the study. The subjects from two intact classes were assigned randomly to an experiment group and a control group. Both groups received twenty-week predictable book reading instruction with and without Whole Language approach. The instruments included an English learning background questionnaire, English reading proficiency pretest and posttest, English reading fluency pretest and posttest, ten immediate story reading comprehension tests, an English achievement posttest, and a questionnaire of learners’ attitudes toward the experimental intervention. The results of the study revealed that the experimental group outperformed the control group on ten immediate story comprehension tests, reading achievement posttest, and reading proficiency posttest. The positive findings suggested that predictable books with Whole Language Approach was effective in building EFL children’s reading experiences as the Whole Language Approach using predictable books not only provides holistic meaning but makes reading instruction naturally effective.
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Kuan, Hsiao-Chiech, and 關筱潔. "The Influence of Whole Language Approach on English Language Learning: Through Analytical Lens of Activity Theory." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/n4kz38.
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碩士國立東華大學
英美語文學系
102
The study aims to investigate the influence of EFL Whole Language Approach on learners’ language learning in terms of community and tool through analytical lens of Activity Theory. Qualitative case study is conducted as the guideline of this research. Five participants are vocational high school students from an English remedial course in the east part of Taiwan. The sixteen-hour Whole language course meets once a week for four hours (fifty minute a class) on weekend days, a total of four weeks. Qualitative data are collected by means of questionnaires, follow-up interviews, Students’ class works, videotaping and researcher’s field notes. These descriptive data will be categorized and coded by adopting Qualitative data analysis. This research discusses the influence of Whole Language instruction on low-achievers in terms of community and tool in the following aspects: (a) Goal-setting (b) Risk-taking (c) Collaboration (d) Confidence (e) Language Learning. The researcher also gave some suggestions for English teachers and future researchers of Whole Language instruction in this study that could be used as reference.
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Lin, Li-ching, and 林麗卿. "The Effects of the Whole Language Approach on Elementary School Students'''' English Learning." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/88264575058539280082.
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