Literaturnachweis - Detailanzeige
| Autor/inn/en | Freppon, Penny A.; MacIntyre, Ellen |
|---|---|
| Titel | A comparison of young children learning to read in different instructional settings. |
| Quelle | In: The journal of educational research, 92 (1999) 4, S. 206-218 |
| Beigaben | Literaturangaben 65; Tabellen 1 |
| Sprache | englisch; englische Zusammenfassung |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0022-0671 |
| Schlagwörter | Vergleichsuntersuchung; Lernerfolg; Lernmethode; Unterrichtsmethode; Lesekompetenz; Lesenlernen |
| Abstract | Children's acquisition and the use of reading strategies and their evolving stance toward reading in 2 instructional settings, skills-based and whole language, were compared. The authors selected 6 low- income participants who represented a range of reading development from emergent (least proficient) to conventional (most proficient). The children also had a controlled, common reading task outside the classroom for comparison. The 1st-grade students' literacy strategies were coded for self-correction and substitutions that were meaningful and had letter - sound correspondence. The children in the constructivist-based whole language classroom used more reading strategies and exhibited positive stance patterns. Results provide insight into characteristics of young children's reading development that are not often researched. (DIPF/orig.) |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2001_(CD) |
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