The influence of instructional support and teaching practices on first raders reading and writing. A comparative study in whole language and phonics classes.

dc.creator	Pasa., L.
dc.date	2001-01-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:22:02Z
dc.date.available	2015-08-12T11:22:02Z
dc.identifier	1567-6617
dc.identifier	1573-1731
dc.identifier	https://doaj.org/article/8d15278c5330452ba8739f9270c49971
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/29302
dc.description	This study compares first graders’ acquisition of literacy in two different instructional settings. One teacher used a traditional skill-based approach while the other one was identified as a whole language teacher using literature and writing experiences with incidental attention to phonics. During the school year, documentation collection about the pedagogy included questionnaires, field notes of monthly observations of reading and writing lessons, systematic collections of the activities, and analysis of the linguistic structures contained in the texts used for reading lessons in both classrooms. Data collection was conducted longitudinally and involved three tasks: invented spelling, oral reading and reading content recall. Various analyses indicate that both groups of children learnt the graphophonic system and were able to use it for encoding and decoding. Differences between the two groups were in the difficulties encountered in the three tasks. The influence of the way the teacher leads the reading lessons, the activities proposed and the reading supports used on first graders’ difficulties and the strategies used are discussed.
dc.language	English
dc.publisher	Springer
dc.relation	http://l1.publication-archive.com/next?cont=bkyM5DhdEXg=
dc.relation	https://doaj.org/toc/1567-6617
dc.relation	https://doaj.org/toc/1573-1731
dc.rights	CC BY-NC-ND
dc.source	L1 Educational Studies in Language and Literature, Vol 1, Iss 1, Pp 73-86 (2001)
dc.subject	errors
dc.subject	grapheme-morpheme correspondence
dc.subject	literacy development
dc.subject	reading instruction
dc.subject	whole language approach
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	The influence of instructional support and teaching practices on first raders reading and writing. A comparative study in whole language and phonics classes.
dc.type	article