The Effects of a Complete Balanced Literacy Program on Literacy Achievement

1. 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

2. 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

3. 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”

4. 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

5. Literature Review: Phonics

6. Phonics Pro Con

7. Literature Review: Whole Language Classrooms

8. Whole Language Classrooms Pro Con

9. Literature Review: Balanced Literacy

10. Balanced Literacy Pro Con

11. Research Hypothesis

12. 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

13. 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)

14. QUESTIONS?