Whole Language: The Whole Story

Goodman, Kenneth S.

doi:10.1007/978-94-011-4533-6_9

Cited by 28 publications

(47 citation statements)

References 2 publications

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“…One approach, called the phonics approach, involves teaching the alphabet letters first [30]. Another approach, called the whole language approach, teaches words for building vocabulary using sight experience [14, 31]. The effectiveness of these approaches depends on the interest of adult learners in the learning content [14].…”

Section: State Of the Artmentioning

confidence: 99%

“…They investigated the knowledge of environmental print for children, non-literates, and low-educated subjects, and found that for all groups EPM was recognized better when it is presented in context. Kurvers et al found two distinct models of learning to read in literature, i.e., a stage model, which involves “explicit and systematic teaching”, and a non-stage model that involves learning through enough exposure to written language [14, 31]. According to the stage model, the names and sounds of letters must be learned first because this knowledge is prerequisite in learning to pronounce words [52].…”

Section: Ethnographic Studies To Select the Epmmentioning

confidence: 99%

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Fighting adult illiteracy with the help of the environmental print material

Iqbal

Hussain

et al. 2018

PLoS ONE

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Adult illiteracy is a major problem worldwide especially in developing countries. Adult Basic Education (ABE) programs working in this context are not very effective due to lack of motivation for the people who are not literate. The reason is inadequate learning content and content delivery methods. This situation calls for developing novel learning content and a learner-directed content delivery approach. This paper presents an exploratory study investigating the use of the Environmental Print Material (EPM) as learning content for the non-literate population of Pakistan. The EPM content is presented to the adult non-literate population in two ethnographic studies. The most frequently recognized content is selected and utilized as learning content in a Computer Assisted Learning (CAL) application. An empirical study is conducted upon two groups with 107 participants to compare the EPM-based learning content with Traditional Learning Content (TLC). As many as 54 participants participated in the experimental group (presented with EPM-based learning content), whereas 53 participants took part in the control group (presented with TLC content). The results reveal that the experimental group performed significantly better compared to the control group in recognition, pronunciation, and recall of the presented content. The meta-analysis of the results shows a large effect size of (1.05) with confidence interval in the range (0.798–1.315). The results claim that the EPM has potential to be considered as learning content in the ABE programs.

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Section: State Of the Artmentioning

confidence: 99%

Section: Ethnographic Studies To Select the Epmmentioning

confidence: 99%

Fighting adult illiteracy with the help of the environmental print material

Iqbal

Hussain

et al. 2018

PLoS ONE

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“…For example, some teachers subscribe to the belief that children learn best if immersed in an environment where they have the opportunity to discover information, construct meaning and acquire skills and strategies for themselves (e.g. Cambourne, 1988;Goodman, 1989a). Other teachers believe in a much more direct approach to the teaching of basic skills through the medium of a structured programme (e.g.…”

Section: Teachers' Beliefs About Literacy Learningmentioning

confidence: 99%

“…This resistance was due to the widespread adoption in schools of what has come to be known as`whole language philosophy'. The whole language approach is based on the belief that reading is a top-down process, where the reader uses semantic cues (meaning), rather than paying very close attention to the print, to unlock the message contained in the text (Goodman, 1989a;Smith, 1992;Weaver, 1990). The top-down perspective on reading argues that right from the start, reading is a`meaning-making' process.…”

Section: Top-down Modelmentioning

confidence: 99%

Assessing Teachers’ Beliefs about Literacy Acquisition: the Development of the Teachers’ Beliefs About Literacy Questionnaire (TBALQ)

Westwood

Knight

Redden

1997

Journal Research in Reading

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In this article the authors describe the development of an instrument to measure change in teachers' beliefs about how children acquire early literacy skills and how these skills should be taught. The questionnaire was originally designed for use in the evaluation of affective outcomes for teachers from literacy inservice training and development programmes. The content of the questionnaire has also proved to be of value as a focus for discussion in school staff meetings. Information is provided here on the design, development, validity and reliability of the instrument. The authors invite comment and feedback from researchers who may use the scale. The instrument may be particularly useful in countries where teachers' beliefs and practices have been influenced to varying degrees by the`whole language' versus skills-based instruction' debate. RE Â SUME Â L'eÂlaboration du Questionnaire d'opinions sur la lecture-eÂ criture des enseignants (QOLE) Cet article deÂ crit le deÂ veloppement d'un questionnaire de 25 items (QOLE) eÂ laboreÂ pour eÂ valuer les opinions des enseignants sur l'entreÂ e dans l'eÂ crit et son enseignement. Le questionnaire a eÂ teÂ deÂ veloppeÂ dans un contexte australien, mais on peut consideÂ rer qu'il est eÂ galement utilisable dans d'autres pays ouÁ les opinions et les pratiques des maõÃ tres ont eÂ teÂ plus ou moins influenceÂ es par le deÂ bat sur lè langage entier' ou`l'enseignement des compeÂ tences de base'. Le questionnaire a eÂ teÂ eÂ laboreÂ aÁ l'origine pour eÂ valuer les effets affectifs sur les enseignants d'un programme de formation continue centreÂ sur l'acquisition de la lecture-eÂ criture. Le contenu du questionnaire s'est reÂ veÂ leÂ eÂ galement valable pour une discussion en conseil d'eÂ cole, par exemple, ouÁ il est question des pratiques et des politiques eÂ ducatives dans le domaine de l'enseignement de la lecture-eÂ criture.La version originale du QOLE comportait un ensemble de 52 propositions concernant diffeÂ rents aspects de l'entreÂ e dans l'eÂ crit et de son enseignement. Le questionnaire a eÂ teÂ eÂ valueÂ par de nombreux groupes de maõÃ tres diffeÂ rents. A Á partir des reÂ sultats obtenus lors de ces diffeÂ rentes eÂ valuations, des items deÂ termineÂ s ont eÂ teÂ abandonneÂ s quand ils ne discriminaient pas clairement les enseignants partisans d'une perspective domineÂ e par`la centration sur l'enfant et le langage entier', et ceux favorables aÁ une approche peÂ dagogique plus explicite. Le questionnaire a fait l'objet de quatre reÂ visions successives avant de parvenir aÁ la forme finale actuelle qui comporte 25 propositions.On a proceÂ deÂ aÁ l'estimation de la validiteÂ du contenu du QOLE aÁ partir du nombre d'items du questionnaire refleÂ tant les diverses propositions que l'on peut trouver dans la litteÂ rature traitant de l'enseignement de la lecture. On a calculeÂ la validiteÂ concordante aÁ partir de la correÂ lation entre la note globale des enseignants au QOLE et leur auto-eÂ valuation sur une eÂ chelle en sept points allant d'un enseignement fortemen...

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“…Caryl (second author), a teacher researcher, was "teaching at the chalkface" (K.S. Goodman, 1990), using whole language and bilingual education strategies to envision expectations beyond those typical for third graders and to theoretically and systematically learn from her students (Crowell, 1991(Crowell, , 1993. Our research merged when we invented a process we called collaborative interpretation in which we exchanged our individual interpretations of raw field notes.…”

mentioning

confidence: 99%

Bilingual Education Students Reflect on Their Language Education: Reinventing a Classroom 10 Years Later

Whitmore

Crowell

2005

Journal of Adolescent &Amp; Adult Literacy

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Ten years ago, an ethnographic study in a bilingual whole‐language third‐grade classroom identified conditions that defined the classroom as a learning community: a high level of intellectual expectation, symmetric power and trust relationships, authenticity, and additive bilingualism and biliteracy. The students' insights strengthened the authors' determination to advocate for authentic, holistic, and transformative language and literacy instruction. This article reports findings from follow‐up interviews with those third graders, now young adults, who reflect on their experiences. A particular finding is the indication that nonschool contexts for language and literacy (e‐mail, television, communication with friends and family in Mexico, and restaurant work) had more influence on these students' Spanish maintenance than did school contexts. This study compels us to renew the fight for bilingual education for all students beyond the point when English‐language learners are deemed to have acquired sufficient English competence to participate in school. The voices of the four students and their parents that are reported here affirm for the authors the benefits of whole language theory and pedagogy, the critical value of bilingual education for all students (not just English‐language learners), and the essential nature of fostering community in classrooms.

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Whole Language: The Whole Story

Cited by 28 publications

References 2 publications

Fighting adult illiteracy with the help of the environmental print material

Fighting adult illiteracy with the help of the environmental print material

Assessing Teachers’ Beliefs about Literacy Acquisition: the Development of the Teachers’ Beliefs About Literacy Questionnaire (TBALQ)

Bilingual Education Students Reflect on Their Language Education: Reinventing a Classroom 10 Years Later

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