Motivating Reading and Writing in Diverse Classrooms: Social and Physical Contexts in a Literature-Based Program. NCTE Research Report No. 28.

Autor/in	Morrow, Lesley Mandel
Institution	National Council of Teachers of English, Urbana, IL.
Titel	Motivating Reading and Writing in Diverse Classrooms: Social and Physical Contexts in a Literature-Based Program. NCTE Research Report No. 28.
Quelle	(1996), (109 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	0085-3739
ISBN	0-8141-1562-4
Schlagwörter	Active Learning; Childrens Literature; Childrens Writing; Classroom Environment; Classroom Research; Cooperative Learning; Grade 2; Multicultural Education; Primary Education; Reading Instruction; Reading Motivation; Writing Instruction + Suchen Sie Ihr Suchwort? Aktives Lernen; 'Children''s literature'; Kinderliteratur; 'Children''s writing; Writing; Child; Children; Children''s writings'; Kinderschrift; Schreibstil; Kind; Kinder; Klassenklima; Unterrichtsklima; Kooperatives Lernen; School year 02; 2. Schuljahr; Schuljahr 02; Multikulturelle Erziehung; Primarbereich; Leseunterricht; Lesemotivation; Schreibunterricht
Abstract	An 8-month study tracked 166 second graders of various ethnic backgrounds in an urban setting while they were being motivated to read through a literature-based reading and writing program. The classrooms in which the research was conducted used basal readers and did not have well-designed literacy centers. Collaboration was not an integral part of reading instruction. During the research project, some of these classrooms were converted into "experimental classrooms,"--basal-based reading instruction was supplemented with literature-based instruction, literacy centers were created, and students were given opportunities for collaborative literacy activities. Students were randomly selected for the experimental classrooms; the remaining classrooms were used as controls. On several quantitative measures of comprehension, students in the experimental classrooms performed significantly better than the others. Qualitative data were also collected (interviews, observations) to measure attitudes toward traditional and experimental reading instruction, to determine the types of literacy activities students in experimental rooms participated in, and to identify the interactive behaviors that motivate reading and writing. Findings suggest that a good case can be made for the inclusion of literature and collaborative activities in reading instruction and that a balanced approach to reading instruction is superior to one based solely on the use of basal readers. (Contains 6 tables of data, one figure, and 143 references; appendixes list storybooks used for testing and children's literature references.) (NKA)
Anmerkungen	National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 15624-3050: $9.95 members, $12.95 nonmembers).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC