An affective comparison of whole language, literature‐based, and basal reader literacy instruction

Bottomley, Diane; Truscott, Diane M.; Marinak, Barbara A.; Henk, William A.; Melnick, Steven A.

doi:10.1080/19388079909558282

Cited by 8 publications

(4 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Recent research has also suggested the benefits of integrating reading and writing tasks (Bottomley, Truscott, Marinak, Henk, & Melnick, 1999;Henry & Roseberry, 1996;Newell, 1996). Reviews and metaanalyses on the teaching of writing over the past 15 years (Hillocks, 1986;Levy & Ransdell, 1996;Sadoski, Willson, & Norton, 1997) have demonstrated the significance of key instructional variables in the process.…”

Section: Review Of Relevant Literaturementioning

confidence: 99%

A Curriculum Study of Gifted-Student Learning in the Language Arts

VanTassel‐Baska

Zuo

Avery

et al. 2002

Gifted Child Quarterly

View full text Add to dashboard Cite

This curriculum study of gifted-student learning in the language arts explores questions of curriculum efficacy related to the nature of the learner, the type of grouping model employed, and the strength of a curriculum treatment emphasizing literary analysis and interpretation and persuasive writing. The study further explores the use of curriculum effectiveness data to improve instruction the next time a unit of study is taught. Findings suggest that the curriculum treatment produces both significant and important learning outcomes for gifted students across 18 school district entities. Implications for further research and practice are highlighted.

show abstract

Section: Review Of Relevant Literaturementioning

confidence: 99%

A Curriculum Study of Gifted-Student Learning in the Language Arts

VanTassel‐Baska

Zuo

Avery

et al. 2002

Gifted Child Quarterly

View full text Add to dashboard Cite

show abstract

“…( ‫ﻣﺠﻠﺪ‬ ٢٢ ) ٣ . ( ٢٠٠٨ ‫ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬groups: experimental group; they were (4)classes which were taught writing by workshop , and a control group; they were (4)classes which were taught writing by traditional method.The measure used was the selfperception scale (Bottomley, et al,1997).The data was analyzed by using (t-test).The study results revealed that there are statistical significant differences in self-perception in writing in favour of the students who already taught by workshop writing with a mean of (21.08), whereas the mean of the students who already taught by traditional method was (15.75). According to this result, the researcher recommends to give necessary attention to teach by using this approach.…”

mentioning

confidence: 98%

The Effect of Using the Workshop Approach for Teaching Writing on Students' Writing Self-Perception

Al-Alwan¹

2008

An-Najah Univ J Res-B (Humanities)

View full text Add to dashboard Cite

This study aimed to investigate the effect of using the workshop approach for teaching writing on students' writing self- perception. The population of the study consisted of all students in the seventh grade for governmental schools in the Directorate of Education/Salt. The study sample included (280) male and female students, and was divided into two groups: experimental group; they were (4) classes which were taught writing by workshop, and a control group; they were (4) classes which were taught writing by traditional method. The measure used was the self-perception scale (Bottomley, et al., 1997). The data was analyzed by using (t-test).The study results revealed that there are statistical significant differences in self-perception in writing in favor of the students who already taught by workshop writing with a mean of (21.08), whereas the mean of the students who already taught by traditional method was (15.75). According to this result, the researcher recommends to give necessary attention to teach by using this approach. هدفت هذه الدراسة إلى معرفة اثر استخدام منحى ورش العمل في تعليم الكتابة على إدراك الطلبة لكتاباتهم. تكون مجتمع الدراسة من جميع طلبة الصف السابع الأساسي في المدارس الحكومية التابعة لمديرية التربية والتعليم/السلط. وتكـونت عـينة الدراسة من (280) طالبا وطالبة، تم توزيعهم إلى مجموعتين: المجموعة التجريبية وتكونت من أربع شعب وتعلم أفرادها الكتابة بواسطة ورش العمل، والمجموعة الضابطة تكونت من أربع شعب وتعلم أفرادها الكتابة بالطريقة التقليدية. وتم قياس إدراك الطلبة لكتاباتهم باستخدام المقياس المطور من قبل بوتوملي وزملائه ((Bottomley,etal. 1997. وتم تحليل البيانات باستخدام اختبار (ت). أشارت نتائج الدراسة إلى وجود فروق ذات دلالة إحصائية في إدراك الطلبة لكتاباتهم لصالح الطلبة الذين تعلموا الكتابة بواسطة منحى ورش العمل؛ إذ بلغ متوسط درجاتهم (21.08 ) بينما بلغ متوسط درجات الطلبة الذين تعلموا الكتابة باستخدام الطريقة التقليدية (15.75). ووفقا لهذه النتيجة، يوصي الباحث بإعطاء أهمية لتعليم الكتابة بهذا المنحى.

show abstract

“…Through their collaborative writing groups, my students became active classroom participants who were enthusiastic about what they learned and more aware of how learning could be useful to them in the future. Only five percent of the students in this class perceived little improvement in their writing by the end of the semester, according to the results of the Writer Self-Perception Scale (Bottomley, Henk, Melnick, 1997.…”

Section: Collaboration In Writing Improvementmentioning

confidence: 83%

“…They did not feel that their parents supported academic achievement. Forty-one percent indicated through the Writer Self-Perception Scale Survey (Bottomley, Henk, & Melnick, 1997) that their families did not perceive them as competent writers. At the begiiming of the year these students avoided doing homework and generally did not get involved in class activities.…”

Section: Description Of Creative Writing Class Activitiesmentioning

confidence: 99%

Eighth-grade writers and meaning-making: a study of computer-mediated conferencing and publishing

Yocum

View full text Add to dashboard Cite

Signature was redacted for privacy. Signature was redacted for privacy. Signature was redacted for privacy. Signature was redacted for privacy. Signature was redacted for privacy. Signature was redacted for privacy. Signature was redacted for privacy. Signature was redacted for privacy. iii TABLE OF CONTENTS ACKNOWLEDGMENTS v CHAPTER I. INTRODUCTION 1 Middle Level Learners 4 Constractivist Theory 10 Relationship among experience, knowledge, and social interaction Relationship between constructivism and improving writing skills 14 Computers in Teaching Writing Facilitating computer-enhanced learning in the classroom Effects of computers on collaborative vmting Effects of distant audiences for writing Advantages of multimedia composing Advantages of collaborative conferencing Internet-based educational telecomputing activities Implementing technology solutions in the classroom Methodology Practitioner research 31 The research scene Data collection and analysis Conclusion iv CHAPTER n. CREATIVE WRITING CLASS APPLICATIONS Constructivism and the Teacher as Facilitator 39 Background of the Creative Writing Class Description of the class Methodology Description and analysis of computer technologies and their uses Collaboration in writing instruction and the apprenticeship model of instruction Description of Creative Writing Class Activities 5 The autobiographical introduction Significant event essay Profile essay Conclusion 75 CHAPTER nr. ONLINE JOURNALISM CLASS APPLICATIONS 79 How Do We Get There from Here? Reflecting on Reflection to Improve Teaching SO Background of the Online Journalism Class 84 Methodology 86 Teaching technology for online publication 93 Apprenticeship model of instruction 94 Description of Online JoumaUsm Class Activities 97 Basic journalism and desktop computing 100 Photography composition and digital camera skills 104 V Online web site and newspaper publication 107 Conclusion 111 CHAPTER IV. LANGUAGE ARTS CLASS APPLICATIONS Constructivist Theory and the Middle School Student as Classroom Leader 117 Background of the Language Arts Class 121 Methodology 123 Description and analysis of computer technologies and their uses Collaboration in writing improvement Description of Language Arts Class Activities Robert Frost poetry explications on PowerPoint Elements of the short story PowerPoint presentations World War II proj ects on HyperStudio "Visit Another Country" HyperStudio presentations Conclusion CHAPTER V. CONCLUSIONS Major Conclusions 162 Facilitating a constructivist learning environment Implementmg the apprenticeship model of instruction Using technologies for broadening audiences ImpHcations Recommendations for Further Research 180

show abstract

An affective comparison of whole language, literature‐based, and basal reader literacy instruction

Cited by 8 publications

References 11 publications

A Curriculum Study of Gifted-Student Learning in the Language Arts

A Curriculum Study of Gifted-Student Learning in the Language Arts

The Effect of Using the Workshop Approach for Teaching Writing on Students' Writing Self-Perception

Eighth-grade writers and meaning-making: a study of computer-mediated conferencing and publishing

Contact Info

Product

Resources

About