Few topics in education have sparked as much interest and debate as the teaching of reading. Throughout the past century, instructional approaches have come and gone but one thing has remained constant: the teacher. Behind every effective classroom lies a teacher. It is ultimately the teachers decisions that drive daily instruction in the classroom.
But what is the best way for teachers to teach children how to read? For decades, researchers have plagued studies seeking to find the best method for accomplishing this. Just as students physical characteristics are very diverse, so too are their academic abilities. Reading teachers must be able to understand these differences and consequently choose and employ teaching materials that meet the needs of all the students among the class. With the ever-increasing importance of high-stakes testing and accountability, schools expect their teachers to deliver effective reading instruction that will produce results.
The purpose of this study was to compare two approaches to reading instruction: a basal program and balanced literacy. Classroom observations and teacher interviews were conducted and collected in order to investigate the following questions: How do basal programs and balanced literacy impact reading instruction in elementary school classrooms? How are the perceptions of teachers and students impacted in these respected settings?
| Identifer | oai:union.ndltd.org:LSU/oai:etd.lsu.edu:etd-10102012-182014 |
| Date | 22 October 2012 |
| Creators | Acosta, Richelle LeBlanc |
| Contributors | Cheek, Earl H. Jr., Blanchard, Pamela B., Mitchell, Roland W., Kennedy, Eugene, Dicarlo, Cynthia F. |
| Publisher | LSU |
| Source Sets | Louisiana State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lsu.edu/docs/available/etd-10102012-182014/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached herein a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to LSU or its agents the non-exclusive license to archive and make accessible, under the conditions specified below and in appropriate University policies, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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