Increasing Literature Interests in First Grade Retained Students in a Chapter I Reading Lab by Matching Reading Approaches to Their Reading Styles.

Autor/in	Thomas, Grace Gilliard
Titel	Increasing Literature Interests in First Grade Retained Students in a Chapter I Reading Lab by Matching Reading Approaches to Their Reading Styles.
Quelle	(1990), (179 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Praktikumsbericht; Leitfaden; Unterricht; Lehrer; Basal Reading; Cognitive Style; Grade 1; High Risk Students; Learning Activities; Literature Appreciation; Parent Participation; Primary Education; Reading Attitudes; Reading Programs; Reading Research; Recreational Reading; Remedial Reading; Whole Language Approach + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Lesetraining; Cognitive styles; Kognitiver Stil; School year 01; 1. Schuljahr; Schuljahr 01; Problemschüler; Lernaktivität; Literarische Wertung; Elternmitwirkung; Primarbereich; Reading behavior; Rading behaviour; Leseverhalten; Leseforschung; Häusliche Lektüre; Leseförderung; Integrierter Sprachunterricht
Abstract	A study was conducted to address the problem of all students not learning to read in the same manner when the instruction was limited to only one approach, that of the basal reader with its phonics emphasis. The Reading Style Inventory, the Swassing-Barbe Modality Index, and the Bradway Quick Check were administered to the students attending the Chapter 1 reading lab. Reading techniques found in the whole language philosophy were used which accommodated the students' reading styles. Parental involvement in the reading process was also included. Ten-high quality paperback books were used as part of the reading instruction and were given to the students to begin a home library of readable books. Motivational activities and rewards were used and stressed throughout the 8 months to increase students' interest in books. Results of the practicum were positive. The goal was achieved for all the students participating in the practicum. Results indicated on a teacher-made interest survey that their interest in literature and the amount of time they read alone, with a friend, and with a parent had all increased substantially. (Sixteen tables of data are included. Appendixes include: interview forms used with students; survey of literature interests; teacher-made reading inventory of literature books; criteria sheet for students' illustrated and written storybooks; letter recognition test; word lists; correspondence about reading program; and reading award certificate. Seventy-nine references are attached.) (MG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC