Literaturnachweis - Detailanzeige
Autor/in | Roskos, Kathy |
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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 |
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 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 |