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Castle, Jillian M.; And Others – Journal of Educational Psychology, 1994
The effect of providing phonemic-awareness instruction at school entry on the reading and spelling progress of five-year olds was examined in a whole-language program with 81 subjects. Overall, training had significant effects on spelling and reading performance. (SLD)
Descriptors: Beginning Reading, Elementary School Students, Phonemic Awareness, Primary Education
Neiderman, Beth Rose; Kuhn, Jean Naples – 1993
This book, which uses nursery rhymes as its literature base, represents a non-threatening approach to beginning reading for children in kindergarten through grade 3. The book uses a variety of cross-curricular activities which are built around four familiar nursery rhymes. The book's introduction describes how each rhyme may be used over a 5-day…
Descriptors: Beginning Reading, Class Activities, Creative Expression, Literature Appreciation
Landry, Maureen D. – 1991
A practicum provided child-centered activities for 20 kindergarten children during regular school hours. Goals for the practicum were to: (1) develop literacy; (2) increase social interaction between the teacher and the child through verbal and body language communication which weaves reading and writing into the relationship; and (3) obtain a…
Descriptors: Beginning Reading, Class Activities, Emergent Literacy, Kindergarten
Christensen, K. Eleanor – 1990
Whole language represents only one of many good concepts about teaching reading to children, but it is not for everybody. Because whole language is a philosophy rather than a specific method, educational practitioners can incorporate different aspects of this philosophy to different degrees. If teachers think of a continuum of theoretical bases…
Descriptors: Beginning Reading, Classroom Environment, Educational Philosophy, Elementary Education
Fisher, Bobbi – 1991
Emergent and beginning readers demonstrate many predictable behaviors in the kindergarten classroom, yet every child is making sense out of print in his or her own way. The job of the kindergarten teacher is to help each child to continue developing as a reader and writer. Reading and writing materials are accessible and usable throughout a…
Descriptors: Beginning Reading, Beginning Writing, Classroom Environment, Emergent Literacy
Dougherty, Mildred; And Others – 1989
Nursery rhymes and written phonics used in a meaningful context are valuable teaching methods which can be applied in a whole language classroom or in conjunction with a basal reading program. Because nursery rhymes are rooted in oral tradition they lend themselves to oral presentation. They provide forms for the oral beginnings of the best of…
Descriptors: Basal Reading, Beginning Reading, Class Activities, Decoding (Reading)
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Dahl, Karin L. – Journal of Reading Behavior, 1993
Suggests that spontaneous utterances of first-grade inner-city children in whole-language classrooms in two urban sites reveal five trends in learner perceptions of beginning reading and writing: (1) metacognitive statements reporting learner self-appraisal and self-management; (2) sound/symbol relations; (3) hypotheses about reading; (4) patterns…
Descriptors: Beginning Reading, Beginning Writing, Grade 1, Inner City
McCarthy, William G., Ed.; And Others – 1989
The purpose of this booklet is to disseminate theoretical ideas and practical strategies concerning whole language so that learning for children and practice for teaching may be enlightened and improved. Chapters include: "Whole Language Learning" (William McCarthy and Alicia Sutton); "Planning the Program and Organizing the Classroom" (Marilyn…
Descriptors: Beginning Reading, Class Activities, Classroom Techniques, Elementary Education
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Griffith, Priscilla L.; And Others – Journal of Research in Childhood Education, 1992
Examined the acquisition of decoding and spelling skills and the writing fluency of first graders who received either whole-language or traditional basal instruction. Children with high phonemic awareness outperformed those with low phonemic awareness on all literacy measures, regardless of the instructional method used. (MM)
Descriptors: Basal Reading, Beginning Reading, Comparative Analysis, Conventional Instruction
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Gothard, Heather M.; Russell, Suzanne M. – Childhood Education, 1990
Presents two kindergarten teachers' accounts of the use of the whole language approach to children's learning in class. Describes the reading of a children's book to a public kindergarten class and the subsequent literacy-related activities. (BB)
Descriptors: Beginning Reading, Childrens Literature, Class Activities, Holistic Approach
Brand, Wendy – 1991
This practicum was designed to allow first graders the opportunity to read and write in a more natural and authentic manner than that permitted by using the basal reading series as the basis for reading instruction. The first grade reading program was transformed from a basal-oriented approach to a whole language approach. Through the use of…
Descriptors: Basal Reading, Beginning Reading, Grade 1, Learning Activities
Leu, Donald J.; Kinzer, Charles K. – 1995
Developed as the basic text for preservice teachers in an elementary reading methods course, this book aims to develop insightful teachers empowered to make logical reflective decisions about reading instruction. The book is an integrative text, based on the assumption that effective teachers of reading must understand both what to do during…
Descriptors: Beginning Reading, Classroom Techniques, Computer Uses in Education, Decoding (Reading)
Morrow, Lesley Mandel – 1997
Children develop language-related abilities simultaneously from infancy onward, and the conditions that promote first language learning are the same conditions that promote total literacy development: a social context involving immersion, approximation, opportunity to practice, feedback, and modeling. Intended for teachers, reading specialists,…
Descriptors: Beginning Reading, Classroom Environment, Cultural Awareness, Early Childhood Education