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A guidebook for implementing a writer's workshopHartnett, Kimberly Mackay 01 January 1998 (has links)
The purpose of this project is to provide beginning teachers or teachers new to writing instruction with a step-by-step guideline for implementing writer's workshop in a K-3 classroom. The first eight weeks of writer's workshop are outlined and defined complete with prompts and reflections teachers can use to make this strategy responsive to the needs of their students.19 440 0 Thesis (M.A.)--California State University, San Bernardino, 1998.
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Constructivism and mediated learning in designing English-as-a foreign-language instructionChen, Chun-Hsiu 01 January 2005 (has links)
Social interaction is the foundation of knowledge construction in a constructivist classroom. This project proposes a mediated instruction that is based on the theory of constructivism and social interaction to help new adult immigrants successfully achieve English competence and adapt quickly to the culture of the United States.
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Comparison of quiet and outgoing language minority students through journal writingGarcia, Paula Riley 01 January 1994 (has links)
Outgoing students have the advantage over quiet students in oral class participation. Our problem was to determine whether this relationship was the same in the medium of writing by studying differences in quantity and quality of writing between a quiet and an outgoing group.
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Supporting Refugee and Emergent English Learner's Reading Ability Through a Story Dictation-Based CurriculumSunday, Heather January 2019 (has links)
No description available.
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A whole language curriculum for nonreading, limited English proficient Native American adult factory workersFranks, Mary Susan Tomat 06 June 2008 (has links)
The purpose of this study was to develop a whole language curriculum for limited English proficient, nonreading Native American adult factory workers. The curriculum was based upon a humanistic view of the adult literacy process. Cognitive and psycholinguistic theories of learning were used as the theoretical foundation for the curriculum. Schema theory was presented as part of a reader-centered, psycholinguistic processing model of English as a Second Language reading.
The curriculum was developed as it was implemented, with adult learners in the workplace setting. The study documented the process of development and implementation during a six month time period and the impact of this process upon the learners involved.
The curriculum content consisted of three strands: (1) Culture Strand, (2) Family Life Strand, and (3) Workplace Literacy Strand. The instructional strategies implemented within each strand represented an integrated or whole language approach. Strategies used repeatedly throughout the curriculum were Assisted Reading (Hoskisson, 1975) and the Language Experience Approach (Stauffer, l970).
The learners were assessed at the beginning and throughout the implementation of the curriculum with informal measures to determine: (1) recognition of sight words within the industry, (2) prereading competencies, and (3) English language proficiency. Assessment measures indicated that the learners progressed in these areas, as well as in areas covered by the three curriculum strands. Each learner read and wrote materials that were specific to the strands developed. The type of progress made differed for each learner, depending upon background knowledge, experiences, and interests.
The impact of the curriculum upon the learners went beyond an increase in reading and writing skills. The process was empowering and liberating to the learners as they recognized the value of their own culture and experiences and as they became increasingly independent on their jobs. Self-confidence increased as they learned to read and complete necessary work forms and reports. / Ed. D.
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The implementation and facilitation of the whole language approach with deaf learners : eight to twelve years oldRutter, Lucinda 03 1900 (has links)
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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Curriculum-based readers theatre as an approach to teaching English language learners: teachers’ perceptions after professional development and classroom implementationUnknown Date (has links)
This mixed methods study investigated second through fifth grade teachers’
perceptions of Curriculum-Based Readers Theatre (CBRT) as a relevant approach for
teaching English Language Learners (ELLs). Quantitative survey data were collected
from 18 teachers who worked at the school with the largest population of ELLs in a large South Florida school district. The surveys investigated teachers’ current use of ESOL instructional strategies prior to participating in a CBRT professional development session as well as their ability to identify ESOL instructional strategies embedded within the approach after professional development and classroom implementation. Qualitative data were collected in the form of interviews and discussion board transcripts from eight
participants, who were also members of a school-based Readers Theatre Professional
Learning Community (PLC). Transcripts were used to investigate how participants
implemented CBRT in their classrooms as well as how they described their identification
and application of ESOL instructional strategies during implementation. The impact of PLC participation on CBRT implementation and identification of ESOL instructional
strategies was also investigated. The findings indicated that participants recognized various ESOL instructional strategies embedded in the CBRT approach. In addition, data indicated that participants viewed CBRT as an effective means for delivering various ESOL instructional strategies. Both quantitative and qualitative data analysis led to similar conclusions and revealed that CBRT incorporates various ESOL instructional strategies that are recognized as effective for teaching ELLs. Teachers reported using CBRT at various points during instructional units and across all content areas. Implications and suggestions for future research are offered for the instruction of ELLs, the benefits of CBRT and other similar approaches, the design of school-based professional development, and the infusion of ESOL instructional strategies within teacher education and inservice professional learning experiences. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2013.
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A Research Study of the Effect of Instruction in the Basal Reader Supplemented by the Language Experience Approach on Comprehension Scores of First Grade ReadersKeene, Nancy L. 01 January 1985 (has links)
The purpose of this study was to determine whether children enrolled in two first grade classes who did not meet the criterion score for one or more of the seven subtests on a selected readiness test given during the first two weeks of the school year would make higher scores on selected comprehension measures when instruction in a basal reading series is supplemented with instruction in the language experience approach than children who receive instruction only in basal reader materials. Language experience activities were conducted with all reading groups in the experimental class for three days every two weeks. Group experience stories and word bank activities were not done with the control group which used only basal materials.
A factorial analysis of variance model was selected to analyze the data on the Gates-MacGinitie Reading Test on the main effects of type of instruction, sex, and classification of students. No significant difference at the .05 level was found for the null hypotheses tested; however, a slight non-significant difference was found in the mean scores of the target children in both classes with the language experience group having an 80% higher mean score than the control group.
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Implementing a literature-based program: Theory to classroomMiller, Judy A. 01 January 1989 (has links)
Inservice--Peer coaching--Grade-level meetings.
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Bridging the curriculum thematically: Nature and literature meetGoodyear, Renee Semanski. 01 January 1992 (has links)
Thematic units--Frogs, spiders, butterflies--Cuing systems (graphic, syntactic, semantic, pragmatic).
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