TITLE

10. Literacy activities

PUB. DATE
October 2005
SOURCE
Australian Journal of Language & Literacy;Oct2005, Vol. 28 Issue 3, p238
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
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.
ACCESSION #
18955953

 

Related Articles

  • 11. Conclusions.  // Australian Journal of Language & Literacy;Oct2005, Vol. 28 Issue 3, p242 

    The article presents the conclusions of a study on literacy teaching practices. The effective early literacy teaching requires teachers who can ensure high levels of student participation, are deeply knowledgeable about literacy learning, can simultaneously orchestrate a variety of classroom...

  • Using children's literature to enhance phonics instruction. Trachtenburg, Phyllis // Reading Teacher;May90, Vol. 43 Issue 9, p648 

    Presents a means to teach phonics in conjunction with children's literature. Proposal of a whole-part-whole sequence in integrating phonics instruction with children's literature; Details on when and when not to use the strategy.

  • Decisions, decisions: Responding to primary students during guided reading. Schwartz, Robert M. // Reading Teacher;Feb2005, Vol. 58 Issue 5, p436 

    Suggests the importance of teaching decisions in providing immediate responses to primary students during guided reading. Factors that affect teaching decisions during oral reading; Types of cues beginning readers may use, notice or neglect in their reading of a text; Opportunity offered by the...

  • 2. Context for the study of effective literacy teaching practices in the early school years.  // Australian Journal of Language & Literacy;Oct2005, Vol. 28 Issue 3, p183 

    The article presents the context for the study of effective literacy teaching practices in the early school years. Literacy teaching in the early years of school continues to be a contentious and intensively-researched subject. The political and social significance of early literacy teaching is...

  • Revisiting the role of miscue analysis in effective teaching. Mckenna, Michael C.; Picard, Michelle Cournoyer // Reading Teacher;Dec/Jan2007, Vol. 60 Issue 4, p378 

    The article examines the role of miscue analysis in effective teaching. Miscue analysis has taken many forms, such as incidental observation during curriculum-based oral reading, categorizing responses to cloze items, pattern analysis in connection with the passages of an informal reading...

  • How Much Should Young Children Read? A Study of the Relationship Between Development and Instruction. McIntyre, Ellen; Rightmyer, Elizabeth; Powell, Rebecca; Powers, Sherry; Petrosko, Joseph // Literacy Teaching & Learning: An International Journal of Early ;2006, Vol. 11 Issue 1, p51 

    The purpose of this article is to question the amount of time that beginning readers should spend reading connected text in school. Based on a study of 66 children in 26 classrooms, the authors found that children in first-grade classrooms with less reading of connected text achieved more in...

  • AN INVESTIGATION OF ELEMENTARY PRESERVICE TEACHERS' READING INSTRUCTIONAL BELIEFS. Barnyak, Natalie Conrad; Paquette, Kelli R. // Reading Improvement;Spring2010, Vol. 47 Issue 1, p7 

    The article presents a quantitative study that describes the reading instructional beliefs of elementary education preservice teachers and the role of modified beliefs in completing university coursework. The study finds that literary instruction course-work is important for teachers'...

  • Evidence-Based Reading Instruction for Individuals With Autism Spectrum Disorders. Whalon, Kelly J.; Al Otaiba, Stephanie; Delano, Monica E. // Focus on Autism & Other Developmental Disabilities;Mar2009, Vol. 24 Issue 1, p3 

    Legislation mandates that all children, including children with autism spectrum disorders (ASD), be taught to read in ways that are consistent with reading research and target the five components of evidence-based reading instruction: phonemic awareness, phonics, reading fluency, vocabulary, and...

  • Pilots will sound out schools on phonics teaching methods.  // Education (14637073);7/29/2005, Issue 189, p2 

    Announces the pilot schemes to be implemented in schools across Great Britain in 2005 to determine how best to deliver phonics in schools. Adoption of the Primary National Strategy Playing With Sounds program in the schemes; Effectiveness of the Literacy Framework created by the British...

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics