You are not currently logged in.
Access JSTOR through your library or other institution:
The Impact Of A School's Literacy Program On A Primary Classroom
David Ambrose Roy Costello
Canadian Journal of Education / Revue canadienne de l'éducation
Vol. 35, No. 1 (2012), pp. 69-81
Published by: Canadian Society for the Study of Education
Stable URL: http://www.jstor.org/stable/canajeducrevucan.35.1.69
Page Count: 13
You can always find the topics here!Topics: Reading instruction, Literacy, Classrooms, Teachers, Teaching, Research studies, Students, Learning, Teaching methods, Educational research
Were these topics helpful?See somethings inaccurate? Let us know!
Select the topics that are inaccurate.
Preview not available
Abstract The purpose of this study was to examine how my reading instruction had been situated within my school's literacy program. As a way to investigate this study, I employed qualitative teacher research. I used reading theory (Whole Language and Direct Instruction) as the analytical lens for my analysis. The results illustrated how the Direct Instruction aspects of the literacy program permeated into my classroom, altered my teaching practices, and impacted student learning. While there were both positives and negatives to the instructional techniques, teacher and student choice was limited.
©2012 Canadian Society for the Study of Education/Société canadienne pour l'étude de l'éducation