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Dissertations / Theses on the topic 'Reading – Language experience approach'

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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

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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4

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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5

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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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

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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8

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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9

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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10

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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11

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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12

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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13

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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14

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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15

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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16

Jantjies, Beverley Esther. "How can I create a stimulating environment to promote awareness of and love for reading in my classroom?" Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/987.

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This study critically examines my classroom practice in teaching young learners aged four-and-a-half to six years old. It focuses on the following research question: How can I create a stimulating environment in my classroom to promote awareness of and a love for reading? My classroom-based action research methodology places me, the practitioner, at the centre of the investigation. The work examines closely my professional values and my strong belief in the capacity of learners to be curious, absorb and make sense of what they encounter and experience in a stimulating environment. It investigates how such an environment develops the potential of learners to love and embrace reading. The process of engaging reflectively and analytically in practitioner research has helped me to gain a better understanding of my learners’ needs and to improve the ways in which I promote reading in the reception year of formal schooling. I claim that the creating of a stimulating environment in my classroom is grounded in my ability to motivate, model and scaffold the learners to engage in reading confidently. Together, the learners and I have created a living theory of education, one that is open to further reflection and development. Ongoing interaction between theoretical discourse and practical experiences enable me to develop my professional knowledge and to synthesize my values and practice. The investigation continuously confirms the advantages of a print-rich environment and how it can be used to promote a love for reading amongst young learners. The claims and knowledge generated in this study are personal and true for me, while the living transformational process demonstrates how I have developed professionally.
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17

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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18

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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19

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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20

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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21

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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22

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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23

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

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24

Sell, Julie. "Incorporating guided reading into a first grade classroom." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1378.

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25

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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26

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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27

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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28

Gillette, Louise M. "A summer reading program for kindergarten through second grade utilizing whole language and literature-based instruction." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/326.

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29

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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30

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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31

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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32

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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33

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

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34

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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35

Lyon, Karen Diane. "Reading and writing reciprocity through literature-based thematic cycles." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1022.

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36

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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37

Von, Kleist Janelle I. "Implementing literature-based curriculum in primary grades." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/580.

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38

Ferguson, Shelly L. "Coordinating teacher and parent support for beginning readers." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/976.

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39

Cox, Linda Carol. "Teaching vocabulary through integrated curriculum improves reading comprehension." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2626.

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This investigation was designed to determine if teaching vocabulary through integrating English and Social Studies curricula would provide tenth grade students who are poor readers with strategies to improve their reading comprehension. The strategies used were designed to support struggling readers and English language development students to connect denotative and connotative meanings of words found in the novel Animal Farm to their social studies class' content.
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40

Arredondo-Montoya, Celina Lynn. "Oral tradition in the classroom: The relationship between the use of culturally appropriate reading material and reading comprehension." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/999.

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This research project explores the relationship between the use of culturally sensitive reading material and reading comprehension among Spanish-speaking language minority students of elementary school age. Text includes Spanish and English transcriptions of stories.
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41

Gotreau, Terry L. "Integrating curriculum through thematic units for first grade." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/771.

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42

Daly, Patricia M. "The verbal behavior of students with learning disabilities during reading instruction with the language experience approach and two mastery learning programs /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266011221371.

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43

Bastian, Toni Marie. "Strategies for monolingual instructions to use when teaching reading comprehension to bilingual students." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1742.

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The major finding of this project is that through the use of multiple sign systems, monolingual teachers can support their bilingual students. These strategies employ the use of comprehensible input from the teacher, peer interaction, extended lanuage and activities for the students whose primary focus is to help the students make connections from the text to their own lives.
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44

Brown, Kelly Sue. "Author studies: Connecting children with the world of books." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/974.

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45

Littleton, Brenda Jean. "College-level reading and writing: Considering curriculum from a postmodern perspective." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2912.

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This project presents qualitative investigations into the relation of science systems to education systems, and suggests post modern constructs as models of systemic change, with application toward reading and writing literacy for the college-level adult learning.
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46

Sunday, Heather. "Supporting Refugee and Emergent English Learner's Reading Ability Through a Story Dictation-Based Curriculum." Otterbein University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1594307488521956.

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47

Rector, Linda Darlene. "A multiage learning project for primary students." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1007.

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48

Larimore, Della Mae. "Writing activities for first grade students using California Young Reader medal nominated books for 2000." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1768.

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49

Daytz, Penny J. "Thematic units: An integrated curriculum." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1056.

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50

Villagomez, Delia. "Mini shared reading: A mediational reading strategy." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1761.

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This project presents a reading strategy in which students who are learning to read are introduced to the reading process in a comprehensible manner regardless if it is in the student's primary language.
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