Date of Award
1-1-1992
Document Type
Dissertation - NSU Access Only
Degree Name
Doctor of Education
Department
Child and Youth Care Administration
Advisor
William Anderson
Keywords
Teacher Education, Preservice Teacher Education, Reading Instruction, Beginning Reading, Primary Education, Early Childhood Education, Whole Language Approach, Language Experience Approach
Abstract
This practicum was designed to help prospective teachers explore instructional approaches that differ from their intrinsic beliefs about how reading should be taught. Particular emphasis was placed on using the whole language approach, as opposed to the more traditional basal reader or skills oriented approaches to reading. All student participants were placed in Kindergarten, First, Second and Third Grade classrooms for implementation purposes. The writer administered pre and post surveys of teacher beliefs as related to classroom practices; developed a pre and post questionnaire of whole language terminology; required students to use literature-based lessons in their classrooms; necessitated the creation of teacher-made materials; introduced cooperative learning; utilized big books, dictated stories, experience charts, observed students in field placements and organized several oral presentations as a means of sharing ideas. Analysis of the data revealed that student participants used more holistic strategies in their classrooms, exhibited enthusiasm and inquisitiveness into whole language and its potential effectiveness. Post survey results indicated that prospective teachers changed their attitudes toward the whole language approach and were more willing to reflect on how changes in classroom practice can be developed to meet the needs of beginning readers.