Date of Award
1-1-1991
Document Type
Practicum
Degree Name
Doctor of Education
Department
Center for the Advancement of Education
Advisor
William W. Anderson
Committee Member
Jack J. Silberman
Keywords
attitude toward reading, BIG BOOK experiences, brainstorming, child-centered learning, conferences, field trips, hands-on activities, journals, language development, language arts, library books, literacy, mapping, mini-lessons, modeling, newspapers, non-basal literature, parent involvement, peer tutoring, pen pals, portfolios, presentations, reading attitudes, second graders, small group activities, writing, writing quality, writing quantity, writing tests, writing portfolios
Abstract
This program was designed to foster second graders' literacy and language development via child-centered as opposed to curriculum-centered experiences. The primary goal was to improve students' literacy and quantity of writing by allowing extra time, exposure to more and various non-basal literature, hands-on activities and experiences geared to their interest level. The second aim was to improve their: attitude toward reading by having them cooperatively and actively involved in a uniquely child-centered environment.
This writer administered pre/post quality and quantity of writing tests and pre/post attitude surveys. Journals, charts, and a log were kept. The number of library books, records, and tapes were increased and changed weekly. The students were assisted in project work, total and small group activities, and field trips. Conferences, mini-lessons, peer tutoring, mapping, brainstorming, and modeling occurred. They were allowed choices. Many and various audiences were involved during presentations. They wrote drafts, proofread. revised, and rewrote: while keeping their own writing portfolios and daily language art sheets. The class newspaper, pen pals, and BIG BOOK experiences proved rewarding. Total school and parent involvement added support.
The outcome of the practicum was meaningful and a success. The results of the quality and quantity of writing tests shoved a marked improvement and an increase. The reading attitude surveys revealed a positive dynamic increase.