Task Force Report on Whole Language
Author | : Bismarck Public Schools (Bismarck, N.D.). Task Force on Whole Language |
Publisher | : |
Total Pages | : 11 |
Release | : 1992 |
Genre | : Language experience approach in education |
ISBN | : |
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Author | : Bismarck Public Schools (Bismarck, N.D.). Task Force on Whole Language |
Publisher | : |
Total Pages | : 11 |
Release | : 1992 |
Genre | : Language experience approach in education |
ISBN | : |
Author | : Colorado State Board of Education. Foreign language Task Force |
Publisher | : |
Total Pages | : 23 |
Release | : 1984 |
Genre | : Language and languages |
ISBN | : |
Author | : Stephen D. Krashen |
Publisher | : Heinemann Educational Books |
Total Pages | : 120 |
Release | : 1999 |
Genre | : Education |
ISBN | : |
Stephen Krashen, one of the country's most respected authorities on language and literacy, sets the record straight about today's reading wars, offering an incisive analysis of the three major "battle cries" of whole language critics. In a step-by-step dissection, Krashen reiterates the three arguments, then explores the most salient studies that support or refute them. CLAIM: Eye movement studies prove that readers assay text "completely," and therefore do not sample text to confirm predictions, as maintained by whole language advocates. In exploring the Eye Fixation Studies, which attempted to disprove the Goodman-Smith reading theory, Krashen reveals that study participants had no alternative but to examine every fine detail of the print. Further evidence is provided that supports the hypothesis that literacy development and comprehension are in fact closely related. CLAIM: Context interferes with reading. This is only true, says Krashen, if the context (e.g. pictures) is too rich, or "overdetermining." We also see how the results of studies supporting this claim were biased by the methodology used. CLAIM: Skill-building approaches to reading have been shown to produce better results than whole language. In fact, asserts Krashen, when whole language is correctly defined as providing comprehensible texts, it is a consistent winner. The author also skewers the national frenzy over early intervention and illustrates his point with a humorous scenario showing how "prenatal phonemic awareness testing" could be the logical outgrowth of an entirely skills-based approach! But beyond its point/counterpoint format, Three Arguments offers some real solutions, chief of which is making sure that all children have access to interesting reading material so they can finally achieve the standards of literacy they deserve.
Author | : Janet Soler |
Publisher | : Routledge |
Total Pages | : 227 |
Release | : 2006-07-13 |
Genre | : Education |
ISBN | : 1134305249 |
This study addresses the critical issue of literacy crises around the world questioning their wider sociological and educational impact and demonstrating how literacy crises in one country can stimulate and shape literacy crises elsewhere.
Author | : National Reading Panel (U.S.) |
Publisher | : |
Total Pages | : 44 |
Release | : 2000 |
Genre | : Government publications |
ISBN | : |
Author | : Philip B. Gough |
Publisher | : Routledge |
Total Pages | : 385 |
Release | : 2017-11-27 |
Genre | : Education |
ISBN | : 1351236881 |
Originally published in 1992. This book brings together the work of a number of distinguished international researchers engaged in basic research on beginning reading. Individual chapters address various processes and problems in learning to read - including how acquisition gets underway, the contribution of story listening experiences, what is involved in learning to read words, and how readers represent information about written words in memory. In addition, the chapter contributors consider how phonological, onset-rime, and syntactic awareness contribute to reading acquisition, how learning to spell is involved, how reading ability can be explained as a combination of decoding skill plus listening comprehension skill, and what causes reading difficulties and how to study these causes.
Author | : Colorado State Board of Education. Foreign language Task Force |
Publisher | : |
Total Pages | : 23 |
Release | : 1984 |
Genre | : Language and languages |
ISBN | : |
Author | : Lisa D. Delpit |
Publisher | : The New Press |
Total Pages | : 258 |
Release | : 2006 |
Genre | : Education |
ISBN | : 1595580743 |
An updated edition of the award-winning analysis of the role of race in the classroom features a new author introduction and framing essays by Herbert Kohl and Charles Payne, in an account that shares ideas about how teachers can function as "cultural transmitters" in contemporary schools and communicate more effectively to overcome race-related academic challenges. Original.
Author | : Arthur K. Ellis |
Publisher | : Routledge |
Total Pages | : 241 |
Release | : 2014-01-09 |
Genre | : Education |
ISBN | : 1317930029 |
The fourth edition of this highly praised book includes coverage of evidence-based education and No Child Left Behind. Like the previous editions, it offers authoritative and balanced overviews to help you make distinctions between innovative programs backed up by sound research support and “faddish” ideas which lack a research base.