The Effect of Two Methods of Teaching Reading to the Second Grade Pupils Currently Enrolled in James L. Cain Elementary School, Gadsden, Alabama, 1959-60 PDF Download
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Author: Marie B. Hardy
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 72
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Book Description
Author: Marie B. Hardy
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 72
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Book Description
Author: Willie Lena Clipper
Publisher:
ISBN:
Category : Educaiton
Languages : en
Pages : 102
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Book Description
Author: Elizabeth Foster
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 60
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Book Description
Author: Mattie L. Smith
Publisher:
ISBN:
Category :
Languages : en
Pages : 122
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Book Description
Author: Karen Ellis Bobinet
Publisher:
ISBN:
Category :
Languages : en
Pages : 106
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Book Description
Author: Kathrine Frederica Greene
Publisher:
ISBN:
Category : Teaching
Languages : en
Pages : 58
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Book Description
Author: Katina L. Thomas
Publisher:
ISBN:
Category : Comprehension
Languages : en
Pages :
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Book Description
The initiatives in U.S. school reform constantly serve as a reflection of the academic, political, and economical sentiment of the time. The College Entrance Exam Board’s decision in 1909 to establish a 40 to 60 minute class schedule that mirrored the Carnegie unit’s structure of efficiency and mass production remained the tradition until 1959, when J. Lloyd Trump introduced a flexible instructional schedule that allotted for an 85 to 100 minute “block” of time for each subject. The government report, A Nation at Risk (1983), found that 13% of seventeen year olds were functionally illiterate, and that schools were not utilizing school time efficiently. By 2001, the No Child Left Behind Act established a structured accountability system for schools; however, by 2013, the National Center for Educational Statistics (2013) reported five year stagnation in reading performance for fourth, eighth, and twelfth graders. The current outcomes have caused administrators and educators to revisit current instructional and organizational practices for more efficient and effective approaches to maximize learning opportunities and increase school performance. This study examined the effects of implementing a balanced literacy approach to reading in self-contained and departmentalized classrooms in second grade classrooms. In a review of the literature, little research has been conducted on self-contained and departmentalized classroom settings in the elementary school prior to third grade. Previous studies primarily focused on students in third grade and higher, and concentrated on student performance on state-mandated tests in reading. No studies to date have investigated self-contained and departmentalized comprehension levels prior to a grade level that has been designated for a state-mandated test. As a result, this study examined the following research questions: 1) What effect does receiving balanced literacy instruction in a self-contained or departmentalized classroom have on the reading comprehension of second graders as measured by district assessments, and 2) Are there gender differences in the observed reading comprehension of second graders with regard to a self-contained or departmentalized classroom? The research also qualitatively examines what effect teachers’ experiences, perceptions, and opinions about self-contained and departmentalized instruction have on the implementation and academic outcomes of the instructional organization of the classroom. This study examined second grade students from an urban school district in a metropolitan area in Texas. The sample was taken from three self-contained second grade classrooms (N = 61) and four departmentalized second grade classrooms (N = 86) from the same elementary campus. The departmentalized classrooms served as the quasi-experimental group and the self-contained classrooms served as the control group. Statistical tests were conducted to answer the first two research questions. Repeated measures were administered to compare beginning middle, and end of year comprehension levels within each group to determine significant progress. A 2 x 2 x 3 mixed ANOVA was used on the subpopulation (gender) to determine if any gender differences exist. Individual interviews of the second grade teachers that participated in the study were conducted to collect feedback regarding teachers’ beliefs, opinions, and preparation for self-contained and departmentalized literacy instruction. Results from separate analyses of the comprehension levels indicated that both the departmentalized and self-contained groups made significant progress from the beginning to the middle of the school year, and again at the end of school year. However, there was no significant difference in the rate of increase in self-contained and departmentalized groups. Significant progress was also made for each group within the gender subpopulation. When the departmentalized and self-contained groups were compared, there was not a significant difference between the comprehension levels of males and females at the end of the year. There was also no significant difference in the rate of increase in comprehension levels of departmentalized and self-contained males, and the rate of increase in comprehension levels of departmentalized and self-contained females at the end of the year. Feedback from teachers revealed that all of them supported the opportunity for more preparation and focus on one subject. However, self-contained teachers preferred the opportunities to teach one theme across all subjects, while departmentalized teachers preferred opportunities to engage in more cooperative learning activities during the literacy block. This study demonstrates that balanced literacy instruction is effective in increasing student comprehension levels from the beginning to the end of the school year in primary classrooms that implement both a departmentalized and self-contained schedule. It also demonstrates that departmentalized and self-contained balanced literacy can also increase student comprehension levels from the beginning to the end of the year within both gender groups.
Author: Jeanne R. Paratore
Publisher: Guilford Publication
ISBN: 9781593851781
Category : Language Arts & Disciplines
Languages : en
Pages : 196
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Book Description
Second-grade classrooms are exciting places to visit. Children are consolidating their growing reading and writing expertise, exploring new genres, and becoming more effective communicators. This book takes the reader into several exemplary second-grade classrooms to demonstrate what teachers can do to optimize literacy learning for their students. Highlights include how to set appropriate short- and long-term goals for individual students, ways to plan instruction to meet those goals, and innovative ideas for partnering with parents.
Author: Lucy Calkins
Publisher:
ISBN: 9780325077253
Category : Reading (Elementary)
Languages : en
Pages :
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Book Description
"In second grade, children move from a "little-kid" focus on print to a "big-kid" focus on meaning. The first unit, Second-Grade Reading Growth Spurt, teaches children to take charge of their reading, drawing on everything they know to figure out hard words, understand author's craft, and build big ideas about the books they read. Children learn that books can be their teachers in the second unit, Becoming Experts: Reading Nonfiction, in which they learn more about familiar topics and grow understanding of new topics while working on word solving, vocabulary development, and comparing and contrasting information across texts. In the third unit, Bigger Books Mean Amping Up Reading Power, children learn strategies to build three foundational reading skills--fluency, understanding figurative language, and comprehension. In the final unit for second grade, Series Book Clubs, children work within book clubs to study author's craft to understand ways authors use word choice, figurative language, punctuation, and even patterns to construct a series and evoke feelings in readers"--Pearson.com.
Author: National Research Council
Publisher: National Academies Press
ISBN: 030906418X
Category : Education
Languages : en
Pages : 449
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Book Description
While most children learn to read fairly well, there remain many young Americans whose futures are imperiled because they do not read well enough to meet the demands of our competitive, technology-driven society. This book explores the problem within the context of social, historical, cultural, and biological factors. Recommendations address the identification of groups of children at risk, effective instruction for the preschool and early grades, effective approaches to dialects and bilingualism, the importance of these findings for the professional development of teachers, and gaps that remain in our understanding of how children learn to read. Implications for parents, teachers, schools, communities, the media, and government at all levels are discussed. The book examines the epidemiology of reading problems and introduces the concepts used by experts in the field. In a clear and readable narrative, word identification, comprehension, and other processes in normal reading development are discussed. Against the background of normal progress, Preventing Reading Difficulties in Young Children examines factors that put children at risk of poor reading. It explores in detail how literacy can be fostered from birth through kindergarten and the primary grades, including evaluation of philosophies, systems, and materials commonly used to teach reading.
