Drop Everything and Write (DEAW): An Innovative Program to Improve Literacy Skills

Autor/inn/en	Joshi, R. Malatesha; Aaron, P. G.; Hill, Nancy; Ocker Dean, Emily; Boulware-Gooden, Regina; Rupley, William H.
Titel	Drop Everything and Write (DEAW): An Innovative Program to Improve Literacy Skills
Quelle	In: Learning Inquiry, 2 (2008) 1, S.1-12 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1558-2973
DOI	10.1007/s11519-007-0024-y
Schlagwörter	Reading Comprehension; Spelling; Speech; Written Language; Oral Language; Grade 4; Literacy; Language Skills; Writing Instruction; Intervention; Language Acquisition; Comparative Analysis; Pretests Posttests; Vocabulary Development + Suchen Sie Ihr Suchwort? Leseverstehen; Schreibweise; Speaking; Sprechen; Geschriebene Sprache; Oral interpretation; Mündlicher Sprachgebrauch; School year 04; 4. Schuljahr; Schuljahr 04; Alphabetisierung; Schreib- und Lesefähigkeit; Language skill; Sprachkompetenz; Schreibunterricht; Sprachaneignung; Spracherwerb; Wortschatzarbeit
Abstract	It is believed that language is an innate ability and, therefore, spoken language is acquired naturally and informally. In contrast, written language is thought to be an invention and, therefore, has to be learned through formal instruction. An alternate view, however, is that spoken language and written language are two forms of manifestations of the same inner language and that under certain circumstances, they both are acquired the same way. Nevertheless, in reality, the motor mechanisms for speech mature earlier than the ones needed for reading and writing, and, therefore, spoken language gains precedence and is acquired earlier than the written language. Based on this rationale, it is hypothesized that if the option to communicate through oral language is restricted, and children are made to communicate only through written language, we can expect written language skill to emerge with greater force. This hypothesis was put to test by conducting a pilot study in which children's option to communicate with each other in the classroom was limited to written language for brief periods. One group of fourth graders were allowed to communicate with each other for half an hour a day, 4 days a week, for a period of one semester only through written language. No talking was allowed during this period. A comparison group of children were not restricted in this way. We labeled this project "Drop Everything and Write" (DEAW). Both the groups were administered pre- and post-tests of reading and spelling. After one semester of this program, children in the DEAW program achieved significantly higher scores on tests of vocabulary, reading comprehension, and spelling than the comparison group. The DEAW group also improved greatly in written language use. The results are interpreted to support the hypothesis. (As Provided).
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Update	2017/4/10