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.
| Identifer | oai:union.ndltd.org:ADTP/219131 |
| Date | January 1993 |
| Creators | Lloyd, Narelle J., n/a |
| Publisher | University of Canberra. Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright Narelle J. Lloyd |
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