A Naturalistic Study of the Ecological Differences between Whole Language and Traditional Individualized Literacy Instruction in ABE Settings.

Autor/in	Roskos, Kathy
Institution	John Carroll Univ., Cleveland, OH.
Titel	A Naturalistic Study of the Ecological Differences between Whole Language and Traditional Individualized Literacy Instruction in ABE Settings.
Quelle	(1990), (89 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Literacy; Classroom Environment; Diagnostic Teaching; Directed Reading Activity; Individualized Reading; Literacy Education; Program Effectiveness; Program Evaluation; Reading Instruction; Reading Strategies; Teaching Methods; Whole Language Approach + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Klassenklima; Unterrichtsklima; Diagnostic assessment; Diagnostisches Verfahren; Programme evaluation; Programmevaluation; Leseunterricht; Reading strategy; Leselernstufe; Lesetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Integrierter Sprachunterricht
Abstract	A study examined differences between a prescriptive individualized approach to literacy instruction in adult basic education (ABE) settings. Six ABE classrooms participated in the study with four continuing traditional literacy instruction and two providing whole language-oriented literacy instruction. Average attendance per session was 12 adults. The classroom served as the unit of analysis, with a total of 60 hours of observation conducted by a trained observer over the 6-month implementation phase of the year-long project. The findings revealed substantive differences between the two modes of instruction along various dimensions of educational climate. Interpreted broadly, the findings suggest that whole language-oriented instruction is more andragogical in nature, more supportive of higher-order thinking with print, and a more compelling form of literacy acquisition for adult learners. Implications for ABE policies and practices were identified. (60 references and 13 tables/figures) (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01