Literature-based reading instruction -- Writing centers -- Library corners.

Whole language approach--YRE.

Whole language method.

No description available.

No description available.

The purpose of this study was to describe what happens when parents and children are invited to participate in a child-parent-teacher partnership which mutually supports the child's literacy development during transition into first grade. Questions which helped focus the study were: How do child-parent-teacher partnerships develop? How are participant's understandings and expectations about literacy affected and what is their influence on literacy development? What kind of changes related to involvement with literacy occur during the transition period? What are the conditions under which partnerships were promoted or impeded? Constructivist theory and ecological theory of human development provided the theoretical foundation for the study. Families from the researcher's classroom were invited to participate in child-parent-teacher partnerships. Eight families participated in the study. A case study design was used to describe the partnership process. Data collection consisted of three family surveys, child and parent journals, researcher folios, children's work samples, school records, written and verbal correspondences, unstructured interviews, and audio taped at home child-parent work sessions. Data analysis followed grounded theory methodology. Analysis revealed a uniqueness to each family and each child-parent-teacher relationship. Child-parent-teacher partnerships developed with seven of the eight participatory families. One surprising partnership developed without a positive parent-teacher relationship. The eighth intended partnership failed to emerge. Findings indicate the eight characteristics of partnership development are: interest and willingness to participate; shared purpose; reciprocal flexibility; ability and willingness to negotiate and compromise; unconditional commitment; mutual respect; effective communication; and availability of curriculum materials. Three benefits of child-parent-teacher partnerships are: enhanced literacy development; enriched parental understanding, expectation and involvement; and more informed child-parent-teacher communication. / Ph. D.

No description available.

No description available.

Whole language philosophy

The submitted M.A. thesis builds on the B.A. thesis entitled On general questions of psycholinguistics and develops factual points of departure related to the topic of adoption of a foreign language by a child. A part of the theoretical section is the definition of basic concepts in the field of psycholinguistics, in particular developmental psycholinguistics, and the design of the notion of adoption of a foreign language by a child. The primary goal of the study is to provide a comparative listing of the individual theories of adoption of a foreign language by a child, not only at the level of the mother tongue, but at the level of a second language as well. The basic theoretical concepts of adoption of a foreign language are based on linguistic, psychological and especially psycholinguistic scientific research. The other goals of the thesis include the definition of extensive variable determinants which participate in the process of adoption of a foreign language by a child and also influence the resultant level of adoption of a non-native language. In the concluding part of the theoretical compilation, space is provided for the psycholinguistic aspects of adoption, such as enunciative, speech and written displays of a foreign language. The empirical part is built up in a way so that it highlights the applicability of the process of adoption of a foreign language by a child in a natural environment, i.e. in a bilingual family environment where the resultant process is the most effective and verifiable. For this reason, it is not possible to talk about learning a foreign language but rather about the adoption of a second language.