Reading time in a second-grade classroom
Abstract
Second graders in one classroom were observed during Reading Time and their experiences were documented as a basis for generating hypotheses about the relationship between instructional practice and literacy theories. The methods used were observation, audio tapes (from which written transcripts were made), and collection of written materials. The focus of interactions between teacher and students during Reading Time was the basis of the categories for data analysis. The research concluded that teachers implement multiple, conflicting models of literacy which in turn cause students to be confused about their responsibilities during literacy activities. These models are based on the type of text that is being used (artificially structured versus literary). In addition, the relative frequency with which that teacher works with students and the type of text used for instruction is dependent on the students' ability grouping. From these findings it would seem that an entirely new type of second-grade classroom needs to be examined.
Subject Area
Curricula|Teaching|Educational evaluation|Preschool education
Recommended Citation
Rossomando Weinstein, Janet, "Reading time in a second-grade classroom" (1989). ETD Collection for Fordham University. AAI8918462.
https://research.library.fordham.edu/dissertations/AAI8918462
