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

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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

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

  • 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

  • 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


Phonics

Phonics

Pro

Con


Literature review whole language classrooms

Literature Review: Whole Language Classrooms


Whole language classrooms

Whole Language Classrooms

Pro

Con


Literature review balanced literacy

Literature Review: Balanced Literacy


Balanced literacy

Balanced Literacy

Pro

Con


Research hypothesis

Research Hypothesis


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?


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