10. Literacy activities

October 2005
Australian Journal of Language & Literacy;Oct2005, Vol. 28 Issue 3, p238
Academic Journal
The article reports that the teaching practices employed in the implementation of the activity are more important rather than the activity itself. Analysis of the frequency of literacy activities showed that there was substantial overlap between the groups of teachers, which suggests only a very weak relationship between teacher effectiveness and literacy teaching activities. The weak quantitative relationship between teaching activities and teacher effectiveness was evident in that the more effective teachers made rather more use of the activities of reading to children, interactive writing, independent writing and language experience. On the other hand, the less effective teachers made somewhat more use of guided oral reading, isolated phonics and task board activities. A small group of teaching activities, including shared book and modeled writing, was widely used by all teachers. There were, however, distinct qualitative differences in the ways in which these common literacy activities were implemented by teachers of differing levels of effectiveness. The more effective teacher employs a much more sophisticated, thoughtful and purposeful approach.


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