The effects of a complete balanced literacy program on literacy achievement
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The Effects of a Complete Balanced Literacy Program on Literacy Achievement. Andrea Krasne Crystal Gomez EDU 7201T Applied Theory and Research I Dr. O’Connor-Petruso Fall 2010 - Midterm Presentation 10/19/2010. Table of Contents.

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The effects of a complete balanced literacy program on literacy achievement

The Effects of a Complete Balanced Literacy Program on Literacy Achievement

Andrea Krasne

Crystal Gomez

EDU 7201T

Applied Theory and Research I

Dr. O’Connor-Petruso

Fall 2010 - Midterm

Presentation 10/19/2010


Table of contents
Table of Contents Literacy Achievement

Introduction……………………………………….......................slide 3

Problem Presentation……………………………..............slide 4

Literature Review………………………..………….....slides 5 -10

Research Hypothesis…………………………………….....slide 11

References……………………………………………………slides 12-15

Closing Comments & Questions……….…………slide 16


Introduction
Introduction Literacy Achievement

  • Growing focus on public education and declining literacy rates

  • We are failing our students because of lack of preparation and intervention

  • Decline in teacher training and preparation results

  • Loose definition of “balanced literacy”


Problem presentation
Problem Presentation Literacy Achievement

  • Balanced Literacy instruction loosely defined and designed

  • Teachers not provided with plan of attack

  • Educators not trained

  • Early elementary grades receive explicit phonics, then falls off

  • Struggling readers in grades 3-5 would benefit from implicit and explicit phonics instruction


Literature review phonics
Literature Review: Phonics Literacy Achievement


Phonics
Phonics Literacy Achievement

Pro

Con



Whole language classrooms
Whole Language Classrooms Literacy Achievement

Pro

Con



Balanced literacy
Balanced Literacy Literacy Achievement

Pro

Con


Research hypothesis
Research Hypothesis Literacy Achievement


References

Bruneau, B.J. (1997). Early childhood: The literacy pyramid organization of reading/writing activities in a whole language classroom. The Reading Teacher, 51(2), 158-160.

Campbell, P., Rakes, S., & Schaffer, G.L. (Fall, 2000). Investigating the status and perceived importance of explicit phonics instruction in elementary classroom teachers. The Reading Teacher, 51(8), 636-650.

Freppon, P.A., & Dahl, K.L. (1998). Balanced instruction: Insights and considerations. Reading Research Quarterly, 33(2), 240-251.

Lapp, D., & Flood, J. (May, 1997). Point-counterpoint: Where’s the phonics? Making the case (again) for integrated code instruction. The Reading Teacher, 50(8), 696-700.

References


References continued

McKenna, M.C., Robinson, R.D., & Miller, J.D. (1990). Whole language: A research agenda for the nineties. Educational Researcher, 19(8), 3-6.

Stahl, S.A. (April, 1992). Saying the “p” word: Nine guidelines for exemplary phonics instruction. The Reading Teacher, 45(8), 618-625.

Turner, R.L. (December, 1989). The ‘great’ debate--Can Carbo and Chll be right? The Phi Delta Kappan, 71(4), 276-283.

References (Continued)


Questions
QUESTIONS? Whole language: A research agenda for the nineties. Educational Researcher, 19(8), 3-6.


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