A Long Road to Recovery: Healing an Ailing Reading Program

Autor/in	Welsh, Kimberly
Titel	A Long Road to Recovery: Healing an Ailing Reading Program
Quelle	In: Texas Journal of Literacy Education, 2 (2014) 2, S.127-140 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2374-7404
Schlagwörter	Reading Programs; Program Improvement; Reading Instruction; Elementary Schools; Early Childhood Education; Holistic Approach; Reading Achievement; Low Achievement; Faculty Development; Reading Skills; Skill Development; Reading Teachers; Knowledge Base for Teaching; Student Centered Learning; Instructional Improvement; Case Studies; Qualitative Research; Texas; Texas Essential Knowledge and Skills + Suchen Sie Ihr Suchwort? Leseunterricht; Elementary school; Grundschule; Volksschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Holistischer Ansatz; Leseleistung; Unterdurchschnittliche Leistung; Reading skill; Lesefertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Teaching theory; Theory of teaching; Unterrichtstheorie; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Unterrichtsqualität; Case study; Fallstudie; Case Study; Qualitative Forschung
Abstract	This one-year exploratory case study attempted to discern which adjustments in culture, physical classroom environment, and instruction were needed to improve reading instruction in ailing K-2 classrooms at Lion Elementary School. A holistic approach was created to diagnose the problem surrounding poor early reading achievement. After proper diagnosis, a targeted professional development plan was created in order to provide a common language and experience within the teacher learning community. A Language and Literacy framework was crafted to include more time for integrated reading and writing. A matrix was prepared to show how skill instruction could be embedded within authentic literacy experiences. Initial anecdotal results have shown that the treatment plan increased teachers' knowledge of reading, produced more authentic classroom environments, and created a shift toward student centered literacy instruction. (As Provided).
Anmerkungen	Texas Journal of Literacy Education. Sam Houston State University, 1908 Bobby Marks Drive Box 2119, Huntsville, TX 77341. Web site: http://www.texasreaders.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01