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Dissertations / Theses on the topic 'Language experience approach i'

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Published: 4 June 2021
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1

Meyers, Robert H. "Moving into whole language practices." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/714.

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2

Pietsch, Susan. "Reaction and action: A study of progress into whole language." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/964.

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3

Arvin, Rosanne. "Application of the Language Experience Approach for Secondary Level Students." UNF Digital Commons, 1987. http://digitalcommons.unf.edu/etd/297.

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This study was conducted to determine the effectiveness of the language experience approach (LEA) for teaching reading and writing skills to functionally illiterate high school students who were identified as learning disabled. Twenty-one 9th-grade students ages fifteen to sixteen participated. The students were divided into a control group and an experimental group. The control group was instructed through the use of a commercial reading kit, Reader's Workshop I (1974). The experimental group received instruction using the LEA which uses student written material to generate reading skill activities. To verify effectiveness of the LEA, pre- and posttests of the Stanford Diagnostic Reading Test (1976), or SDRT, brown level, forms A and B and the Sentence Writing Strategy Pretest (1985), or SWSP, were administered to both the control and experimental groups. The results on the subtests of the SDRT indicated no significant gains or losses of reading skill ability for either group. The SWSP though, indicated a significant gain in sentence writing ability of 29 percentage points for the experimental group while the control group lost 11 percentage points. It is therefore evident that the language experience approach can be successful for teaching reading and writing skills to functionally illiterate high school students because it integrates reading and writing rather than providing detached skill instruction.
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4

Miller, Frank J. (Franklin Joe) 1943. "Usage of Whole-Language Instruction in Elementary-School Classrooms: a Case Study." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278860/.

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This qualitative research study examined the usage of whole-language instruction in the classrooms of four self-professed whole-language teachers. Data were collected from the following sources: classroom observations; interviews with the teachers and their principals; and a study of lesson plans, student work, textbooks, and curriculum guides. The following conclusions were drawn from the study. The teachers' pre-existing philosophical views regarding language instruction influenced the effectiveness with which they implemented whole-language instruction more than any other single factor. These philosophical bases also determined, to a large extent, the kinds of whole-language practices and strategies the teachers used in their instruction. The skills-oriented teachers most often stated that they used whole-language instruction in order to review or reinforce skills. The more holistic teachers most often stressed language development, language appreciation, and self expression. The data collected in this study led to the conclusion that teachers must become knowledgeable of whole-language principles and make a personal commitment to the whole-language philosophy in order to develop integrated, coherent whole-language instructional programs. The data also led the researcher to conclude that assessment of whole-language instruction was an area of ambiguity and uncertainty for the teachers involved in the study. The following recommendations were made from the study. Teachers should make conscious efforts to become cognizant of their basic philosophies and beliefs regarding how children learn and develop. Teachers should then ensure that their practices are consistent with their beliefs. Increased emphasis should be placed on developing appropriate means for assessing the effectiveness of whole-language instruction. School districts should provide adequate in-service opportunities and support services and receive the commitment of the teachers before initiating district-wide whole-language programs. Further research should be conducted on how teachers are affected when they are required to teach in ways which are inconsistent with their basic philosophies and/or teaching styles.
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5

Fiorindo, Marcia Ann Musket. "How to transition from a traditional classroom to a whole language classroom by implementing a fourth grade social studies-language arts unit that meets the needs of all students." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/896.

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6

Dodd, Kathleen Muriel. "Writing workshop in a whole language classroom: Effects on reading comprehension, written language, and writing skills." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1005.

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7

Wright, Marilyn Joyce. "Word processing and the language experience approach in the first-grade classroom." Scholarly Commons, 1990. https://scholarlycommons.pacific.edu/uop_etds/3088.

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The purpose of this study was to determine the efficacy of the use of microcomputers together with the Language Experience Approach in first-grade classrooms for the teaching of writing. Sample and procedure. The research program involved 111 children from four first-grade classrooms which were chosen on the basis of equivalent socio-economic levels and academic achievement. Three methods of teaching writing were studied: a computer program for word processing, the Language Experience Recorder (LER), concurrent with the Language Experience Approach; the Language Experience Approach (LEA) without computers; and the Basal approach generally used by teachers of the basal reader. Two classrooms were taught with LER, one with LEA and one with Basal. Ten compositions were collected from each child over a period of time from March, 1987 to June, 1987. The first two were evaluated as pretest stories, the last two were evaluated as post-test stories. Four evaluative measures were used to analyze the children's progress: the standardized measure Comprehensive Tests of Basic Skills (CTBS); two computer programs, LER and PC-Style; and a checklist designed by the research. An initial statistical measure, analysis of variance (ANOVA), was used to determine comparability of the groups. An analysis of covariance (ANCOVA) was used to determine significance between scores obtained by the three groups, and independent t tests were used to determine gains within the groups. Ten hypotheses dealt with such components of writing as story length, specific vocabulary use, work length, meaning units, use of compound and complex sentences, unification, and percent of personal words, and with growth in reading and language ability. Results. While all groups gained in writing proficiency, the LEA group made the most gains, scoring high in number of words, meaning units, use of compound and complex sentences, unification, and on the language section of the CTBS. The Basal group scored high on specific vocabulary, average word length and reading on the CTBS. The LER group scored high in use of personal words. The rank order of each group for each measure was relatively stable for the duration of the project. Because length of time spent in writing in individual classrooms and consistency of editing assistance were not controlled, the results of scores between groups were not comparable. However, gains within groups provided significant data and revealed growth in all groups on a majority of the components tested. One-to-one editing sessions with the classroom teacher may have had the greatest influence on first-grade writers. The consistency of one editor with expertise in positive criticism appeared to result in longer, richer and more cohesive compositions. The computer was found to be a valid instrument for teaching writing in first grade, as well as for increasing interest in writing and enhancing children's self-esteem.
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8

Schwinn, Sandra Jean. "Early reading success: Parents make a difference." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1035.

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9

Carrigan, Anthony. "Using the language experience approach to introduce reading and writing to first and second language grade one school children." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26792.

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This study provides empirical research on the Language Experience Approach (LEA) to introducing the reading and writing process to beginner, First Language (L1) and Second Language (L2) readers. This is a worthwhile area of current research because LEA is a precursor to Whole Language. In the province of British Columbia, Whole Language is quickly becoming a very popular reading program. Whole Language incorporates a great deal of LEA in theory and in practice. Yet, while many researchers and educators have praised LEA and Whole Language in general, with particular value for L2 students, little empirical research on LEA exists. This study attempts to provide some of this necessary empirical research. An experiment was designed with an independent variable and several dependent variables. The independent variable consisted of one treatment using LEA and another treatment not using LEA. The dependent variables measured growth in reading and writing ability, growth in reading interest, and growth in ESL acquisition. Three Grade One classrooms were involved. Two used a popular, basal reader program and the other used LEA. Fifty percent or more of the students in the three classes were L2 students. Five research hypotheses were formulated. They were: (a) reading ability In the experimental group (LEA) would be greater than in the control group (basal readers), (b) creative writing ability in the experimental group would be greater than in the control group, (c) reading interest in the experimental group would be greater than in the control group, (d) Second Language acquisition would be greater with the L2 students in the experimental group than with those in the control group and, (e) L2 students in the experimental group would perform better in reading and writing ability and would have a greater increase in reading than their L2 peers in the control group. The experiment ran for seven months. During the course of the experiment, a formal checklist was used, in periodic visits to the classrooms, to ensure the experimental group was using LEA and the control group was not. Pretests were given in readiness, ESL ability, skill in independent writing, and in attitude towards reading. Posttests were given in vocabulary growth, reading comprehension, ESL ability, skill in independent writing, and attitude towards reading. The research hypotheses were designed in the experiment as five null hypotheses. Rejection of these null hypotheses occurred if p < .05. ANCOVA were used as tests of significance. Of the five null hypotheses, only the one for reading ability was rejected. There were significant differences in reading ability between the LEA and basal reader groups. The scores on the reading posttests favored the subjects using the basal readers. There were no significant differences in writing ability, reading interest, and L2 acquisition between the two groups and between the L2 subjects in the two groups. The results indicate more empirical research is urgently required. Before Whole Language, similar in philosophy and technique to LEA, is hastily adopted in British Columbia as the next, major Language Arts program, more empirical research is needed to determine whether or not Whole Language is in fact, a superior program.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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10

Long, Emily S. Baer G. Thomas. "The effects of an integrated language arts curriculum on the writing improvement of first grade students." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9101118.

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Thesis (Ed. D.)--Illinois State University, 1990.
Title from title page screen, viewed November 8, 2005. Dissertation Committee: G. Thomas Baer (chair), Ronald Halinski, Jeanne Morris, David Tucker. Includes bibliographical references (leaves 66-70) and abstract. Also available in print.
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11

Lo, Anne Ma. "The language experience approach in second language learning, with particular reference to early secondary schooling in Hong Kong." Thesis, Durham University, 1995. http://etheses.dur.ac.uk/1107/.

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12

Samuels, Maxine F. "A qualitative study of planning practices in a whole language elementary classroom /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946294.

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13

Hernandez, Nellie D. "Integrating folklore in a literature based curriculum using a whole language approach." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/342.

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14

Sturm, Whitney. "The effect of joint book reading and the language experience approach on vocabulary acquisition /." View online, 2008. http://repository.eiu.edu/theses/docs/32211131414953.pdf.

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Woodhead, Nancy Lynne. "Teaching phonics within a whole language theoretical orientation." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/585.

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16

Emert, Stacie Cook 1962. "Question answer relationships: The effect and use of a questioning strategy with sixth-grade literature studies." Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/291916.

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This study investigates and assesses the effects of the QARs (Questions Answer Relationships) strategy on sixth grade students using a literature program. QARs is a strategy designed to help students better answer teacher and text questions by being able to categorize questions. One sixth grade, consisting of twenty-four students, participated in the study as the treatment group. A second sixth grade, consisting of twenty-four students, was used as the control group. Procedures included three days of training, four days of maintenance, and five days of students generating their own questions based on the QARs strategy. This was followed by one day of post test. The data was analyzed by comparing the total response scores of both groups on a set of comprehension questions and with the treatment identifying questions by using the QARs categories. Results indicate that training in QARs increases comprehension and enables students to answer with greater detail in responses.
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17

Pickett, Isabel Ann. "Creating a child-centered integrated science/language arts curriculum using a year-long theme." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/672.

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18

Shapiro, Ardyth. "A Descriptive Study of the Implementation of an Integrated Whole Language Approach at the Fifth Grade Level." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/1205.

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The purpose of this study was to describe the implementation of a major curriculum change at the fifth grade level in two different school district settings; an urban district and a suburban district. The major curriculum change was a shift from traditional reading and language arts instructional approaches to an Integrated Whole Language instructional approach. The implementation of this change was examined on the basis of self-reports by administrators, teachers, and students and was analyzed in the context of organizational factors in schools that have typically influenced change. These included school district demographics, the decision making process, administrative support, inservice training, the principal's leadership role, and resources available. Additionally, the study investigated the relationship between teacher self-reported implementation behaviors and student self-reported attitudes and behaviors related to reading and writing. A blend of qualitative and quantitative research methodologies was employed to describe the implementation as a change process. Extensive descriptive data was collected from school districts, individual schools, administrators and teachers. Teacher administrator interviews were conducted to develop description of organizational factors, and teachers reported their implementation behaviors on a questionnaire. Teacher implementation scores were used to describe difference between teachers, schools, and districts. A major conclusion was that change is an individual and developmental process. Differences existed in teacher implementation scores and perceptions of the change. It was also concluded that significant differences between administrator and teacher interview responses were related to different knowledge and involvement levels, and a reported lack of principal support. Within school differences and between district differences were found and were related to contextual factors.
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19

Marshall, Ailsa. "The relationship between teachers' attitudes to the teaching of writing and whole-language/skills-based philosophies." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28773.

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This study investigated teachers' attitudes towards four specific strands isolated from views propounded in recent literature and research on the teaching of written composition. Much discussion in this field has focused on a "new paradigm" in that educators and researchers alike have come to view writing from a new perspective. Certain aspects of this new perspective on the teaching of writing appear to be shared by various sources in the literature. From this body of writing the researcher identified and isolated four distinct, though interwoven, shared values or "strands." These concerned Control on the part of the student-writer, Respect for what the student-writer has to say in his or her writing, Sharing the writing process, and Learning from writing by using writing as a tool for learning. A questionnaire was constructed to probe teachers' attitudes to each of these strands. Two sample populations, one with a whole-language and one with a non-integrated orientation towards teaching language, were identified. Twenty-five teachers from each population answered a three-part questionnaire. The main body of the survey probed attitudes to each of the strands. T-test results indicate that, while the whole-language oriented group reacted more favorably to all four strands in general, statistically this was highly significant in only two of the strands. That is, CONTROL on the part of the writer, and SHARING the writing process as in a community of writers appeared to be valued more highly amongst teachers with a whole-language orientation. This suggests that there may be a relationship between a whole-language orientation and these two aspects of teaching writing.
Education, Faculty of
Graduate
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20

Dominick, Mary E. "A reading program for reading specialists in primary grades." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/728.

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21

Bethurum, Sheril Lee. "Helping classroom volunteers have a positive impact on literacy acquisition." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1064.

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22

Chan, Wai Kwan Zoe. "A study of the effects of the Hong Kong extensive reading scheme in English for secondary schools (ERS) on secondary two students." HKBU Institutional Repository, 1997. http://repository.hkbu.edu.hk/etd_ra/113.

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Mainiero, Cathy A. "A reading celebration program from kindergarten through fifth grade." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/153.

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24

Lau, M. H., and 劉梅寒. "An investigation and comparison of the use of learner strategies: a case study of two secondary six studentswith different exposure to extensive reading in English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31944619.

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Libby, Cynthia B. "Literature and writing in kindergarten: A thematic approach." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/751.

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Keough, Carole. "Using predictable books as a psycholinguistic approach to reading for the primary disabled reader." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/407.

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McNabb, Cheri Andrea. "Oral history: An approach to teaching limited english proficient children." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1054.

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28

Warren, Jennifer. "Whole language - reading and parents: A parent in-service." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1057.

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Tharp, Glenda Nell. "A whole language approach to teaching history: Social studies through literature." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/979.

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Prehoda, Joan Marie. "Bridging the gap between parents and schools: A parent education model." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/649.

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31

Waters, Nigel Bruce. "An examination of the literary quality of two reading schemes." Thesis, Rhodes University, 1988. http://hdl.handle.net/10962/d1001411.

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Learning to read is one of the most crucial life tasks that the young child must acquire whilst in primary school. In modern society, much of what one does is dependant on having the ability to read. While a great deal of research has focused on how children learn to read, relatively little attention has been paid to the literary quality of the material the children are exposed to whilst learning to read. In the past few years I have become increasingly concerned with the number of teachers who use material designed for teaching children to read without being aware of the literary quality of the material. While numerous teachers are aware of the issues surrounding the learning to read debate and use up to date materials to teach reading, far too many accept the material supplied by the school without questioning its literary merit and its impact upon the young reader. This piece of research is an attempt to evaluate the literary quality of two reading schemes currently in use in Cape Education Department schools. The chief conclusion of the research is that the schemes examined fall far short of the standards required for them to be considered good literature. Although the research is limited to two reading schemes, it is hoped that a teacher using other schemes could use the framework supplied in this study to examine the literary quality of the material she is using. Furthermore, the final chapter offers suggestions as to how to replace material of poor literary quality with books of a higher literary standard. On the basis of the above findings it is suggested that there is a need for individual teachers, schools, teacher training institutions and the Cape Education Department to examine the literary quality of reading schemes and books that are used in the process of teaching children to read. It is hoped that this piece of research will create a greater awareness amongst teachers of the literary quality of reading materials and prompt further research into such materials that will be of benefit to the central character in this study; the young child learning to read
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32

Manasse, Eunice. "Teaching reading in multilingual classes." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8609_1318508550.

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This qualitative study investigated the teaching of reading in Grade 3 multilingual classes in one school in the Western Cape. It focused on the teaching strategies employed by teachers in teaching reading, the challenges teachers encountered in teaching reading to multilingual classrooms and the resources available to enhance reading in these classes. Data were collected by means of classroom observations and interviews with teachers. The findings of the study show that teachers experience problems with regard to the teaching of reading in Grade 3 classes. Firstly, learners have no competence in English which is the main language of learning and teaching and this has a negative impact on their reading abilities. Secondly, while code switching is one of the popular strategies in facilitating teaching and learning, it may be problematic in multilingual classrooms in that it may exclude other learners from the content explained in a different language. Thirdly, print rich environments enhance learners’ reading skills, but many underprivileged schools lack multilingual materials. The study concludes that teacher development is essential for the development of literacy in schools.
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Davis, Ruth A. (Ruth Ann) 1946. "A Comparison of the Reading and Writing Performance of Children in a Whole Language Pre-First-Grade Class and a Modified Traditional First-Grade Class." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331120/.

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This study examined differences in literacy development between five students attending whole language pre-first-grade classes and five students eligible for pre-first-grade classes but attending modified traditional first-grade classes. Differences between whole language pre-first-grade classes and modified traditional first-grade classes in use of literacy materials, teaching procedures, and amount of time spent on literacy were also examined. The procedures involved testing the subjects on reading and writing skills, observations of the pre-first-grade and first-grade classes, and analysis of subjects' writing samples.
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Leiminer, Michele. "Language and power at the preshcool : the competent interactional work of 'little children' in home-preschool communications /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19978.pdf.

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Fehrenbach, Catherine S. "A three part workshop to help teachers, aides, and parents create an environment for successful reading." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/328.

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Knuth, Susan Elaine. "The implementation of reading recovery in year round schools." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/622.

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Olsen, Carolyn Ann. "Children + parents + books = enhanced literacy." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/745.

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Lindquist, Turi Moffitt. "Using whole language strategies with learning disabled children." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/2955.

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Phillips, Louise. "A language of its own? : approaches to the body and mental illness." Thesis, University of Kent, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270817.

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40

Walker, Nancy Watkins. "Word study: An interactive approach to word solving." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1630.

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Brown, Ruth Paula. "Writing as a tool for learning." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/665.

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Chen, Chun-Hsiu. "Constructivism and mediated learning in designing English-as-a foreign-language instruction." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2744.

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Social interaction is the foundation of knowledge construction in a constructivist classroom. This project proposes a mediated instruction that is based on the theory of constructivism and social interaction to help new adult immigrants successfully achieve English competence and adapt quickly to the culture of the United States.
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O'Neal, H. Todd. "Family literacy events promoting early reading and writing behaviors." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/865.

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Maddox, Kathleen Wright. "Supporting the reader in the first through third grade classroom: Strategies for parent and community volunteers." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1431.

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45

Muldoon, Teresa Margaret. "Language acquisition of ESL students in a discipline-based art education classroom using collaborative learning and whole language." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc332506/.

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This study examined the influences of a variety of verbal and non-verbal strategies on the language acquisition of six fourth grade ESL students in a discipline-based art education classroom. The art teacher/researcher spoke only English, and the students spoke Spanish almost exclusively. The art instruction occurred during eighteen 30 minute sessions, over a period of five months. The program involved the whole language approach, collaborative/cooperative learning, and the study of art concepts through verbal and graphic symbol cue cards and images of art works. Data were amassed from transcripts of video recordings, student and teacher interviews, and reflective notes. This study showed highly successful results with student growth in language acquisition and comprehension of art concepts.
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Tramp, Iris Anne. "This too is writing: Writing in the holistic classroom." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/921.

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47

Gomez, Martha Galindo. "The development of written language among kindergartners using interactive journals: Four case studies." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1286.

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48

Carrillo, Mary, and Lorena Montoya. "Integrating a science/language arts curriculum through the use of theme cycles in a first and third grade classroom." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1039.

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A collaborative science curriculum created by a first and third grade class. The students were provided with the global theme of change and were invited to brainstorm topics of interests that were utilized to create a science theme cycle.
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Potter, Michelle Denise. "Making writing meaningful for students." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1328.

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50

Lapham-Pilgrim, Linda. "Readers theatre in the classroom." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/175.

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