The Influence of Embedded Word-Study Instruction, Social Context, and Motivation of Children's Independent Reading and Writing: A Case Study of 3 First-Graders. Reading Research Report No. 65.

Autor/inn/en	Anderson, Emily; und weitere
Institution	National Reading Research Center, Athens, GA.; National Reading Research Center, College Park, MD.
Titel	The Influence of Embedded Word-Study Instruction, Social Context, and Motivation of Children's Independent Reading and Writing: A Case Study of 3 First-Graders. Reading Research Report No. 65.
Quelle	(1996), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Beginning Reading; Case Studies; Classroom Environment; Decoding (Reading); Grade 1; Holistic Approach; Instructional Effectiveness; Low Achievement; Primary Education; Qualitative Research; Reading Research; Social Influences; Spelling; Writing Research + Suchen Sie Ihr Suchwort? Erstleseunterricht; Case study; Fallstudie; Case Study; Klassenklima; Unterrichtsklima; Dekodierung; School year 01; 1. Schuljahr; Schuljahr 01; Holistischer Ansatz; Unterrichtserfolg; Unterdurchschnittliche Leistung; Primarbereich; Qualitative Forschung; Leseforschung; Sozialer Einfluss; Schreibweise; Schreibforschung
Abstract	A qualitative study followed slow-progress students as they engaged in embedded word studies in their classroom-based literacy activities. Issues addressed were: (1) the ways embedded word studies promoted slower-progress students' word knowledge; (2) how developing word knowledge influenced these students' reading and writing attempts; and (3) effects of the social context on beginning readers' strategies and motivation to gain word knowledge. Participants included a Caucasian male, an African-American male, an African-American female, and their teacher in an eastern United States public school. Open and axial coding was performed on field notes (including interviews), running records, and students' writing samples to find recurring patterns. Instruction successfully promoted the case-study students' individual progress. Social context was a means to enhance students' involvement that increased strategy use. Findings support the view that word studies can be embedded within a holistic literacy setting in ways that result in gains in spelling and decoding competence. (Contains 40 references and 9 figures of data.) (Author/RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC