A Comparison of the Effects of Text-Based Instruction versus Standards-Based Instruction in the Early Years

Autor/inn/en	Grossen, Bonnie; Muthukrishna, Nithi; Naidoo, Jaqueline T.
Titel	A Comparison of the Effects of Text-Based Instruction versus Standards-Based Instruction in the Early Years
Quelle	In: South African Journal of Childhood Education, 6 (2016) 2, Artikel 459 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Foreign Countries; Teaching Methods; Instructional Effectiveness; Kindergarten; Grade 1; Elementary School Students; English (Second Language); Language Skills; Language Proficiency; Program Effectiveness; Reading Skills; Second Language Learning; Oral Language; Reading Programs; Academic Standards; Comparative Analysis; Samoa + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; School year 01; 1. Schuljahr; Schuljahr 01; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Sprachkompetenz; Language skills; Reading skill; Lesefertigkeit; Zweitsprachenerwerb; Oral interpretation; Mündlicher Sprachgebrauch
Abstract	The purpose of the study was to evaluate the effectiveness of a text-based (TB) English structured language development programme and a teacher-designed standards-based (SB) English instructional model. The sample of this study comprised of 500 Samoan children, in Kindergarten (K) and Grade 1 (G1), on the island of American Samoa attending eight different schools. All the children enter school with no English competence. Six schools implemented the TB Language for Learning scripted programme and the Read Well. Two schools implemented the SB instructional model for English language development (SB), and only one of these schools implemented the SB instruction in reading. The results of this study support the efficacy of TB structured language programme as compared to the teacher-designed SB instructional model in all language and reading skills assessed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01