Whole language implementation : the impact on grade one teachers and students

Payne, Abraham (1989) Whole language implementation : the impact on grade one teachers and students. Masters thesis, Memorial University of Newfoundland.

[English] PDF (Migrated (PDF/A Conversion) from original format: (application/pdf)) - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. Download (19MB) [English] PDF - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. (Original Version)

Abstract

The present study investigated the implementation of the Nelson Networks language arts program, a whole language approach to the teaching of language arts. Specifically, the investigation was two-fold: to investigate the relationship between teacher experience with whole language instruction and student achievement in reading comprehension, vocabulary, and writing, and to investigate how each teacher responded to the implementation of the program. -- Three classes comprised of 69 grade one students were selected from three schools in the Deer Lake Integrated School Board. The classes were identified by the Primary Language Arts Coordinator on the basis of teacher experience with whole language instruction. Each of the three teachers in the study had a different background in the whole language approach to teaching language arts. -- The student component of the study involved pretesting in November 1988 and posttesting in April 1989. The teacher component involved a case study of each teacher in an attempt to determine the satisfaction/dissatisfaction level with the Networks program.

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