Literaturnachweis - Detailanzeige
Autor/inn/en | Hoffman, Paul R.; Norris, Janet A. |
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Titel | Whole Language and Collaboration Work: Evidence from At-Risk Kindergartners. |
Quelle | In: Journal of Childhood Communication Disorders, 16 (1994) 1, S.41-48 |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0735-3170 |
Schlagwörter | Curriculum Development; Educational Cooperation; High Risk Students; Instructional Effectiveness; Kindergarten; Phonics; Primary Education; Reading Ability; Reading Achievement; Speech Therapy; Teamwork; Therapists; Whole Language Approach Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Education; cooperation; Kooperation; Problemschüler; Unterrichtserfolg; Primarbereich; Reading competence; Lesekompetenz; Leseleistung; Entwicklungsproximale Sprachtherapie; Logotherapie; Therapist; Therapeut; Integrierter Sprachunterricht |
Abstract | This study compared reading gains of low-socioeconomic status, at-risk kindergarten students within two curricula collaboratively written by classroom teachers and speech-language pathologists. Compared to the alphabet-based curriculum, the whole-language curriculum showed greater gains in the use of print to represent meaning and similar gains in sound-letter correspondences and letter names. (Author/JDD) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |