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Towards a Balanced Literacy Instruction: Understanding Reading Skills within a Whole Language Paradigm.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Lavadenz, Magaly C. |
| Copyright Year | 1996 |
| Abstract | The goals outlined in the California Language Arts Framework (1987) include a call for Language Arts instruction that promotes a love of reading through a sense of personal fulfillment, a sense of effectiveness through which students acquire a range of lifelong learning strategies that foster full participation in the world of work and the access to knowledge in a democratic society. It is with these fundamental goals and principles for language learning that the task of selecting appropriate materials and teaching strategies for classroom use must be undertaken. Many basal reading programs totally ignore the criteria of connecting classroom experiences with real life in order to create responsible lifelong learners. Materials and activities which reflect the real world and whose use can be extended into the daily lives of children after they leave the classroom are and should be included in the daily instructional practices of literacy classrooms. Good readers make meaning from text through risk-taking and hypothesis-making. Good reading instruction is that which builds on students' background knowledge, the extent of which can be determined through meaningful interaction between teachers and students. Funding currently set aside for the purchase of basal readers should be used to (1) promote a more holistic method of instruction; (2) implement staff development at school sites; and (3) purchase trade books and other authentic sources of reading. (RS) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Points of view or opinions stated in this 1 document do not necessarily represent official OERI position or policy. Towards a Balanced Literacy Instruction: Understanding Reading Skills within a Whole PERMISSION TO REPRODUCE AND Language Paradigm _ _ DISSEMINATE THIS MATERIAL . office DEPARTMENT OF EDUCATION HAS BEEN GRANTED BY by EDUCATIONAL RESOURCES INFORMATION of Educational Research and Improvement Ki7 (7):C2e1:7-ed? Maga ly Lavadenz, Ph.D. Loyola Marymount University Los Angeles, California This (ERIC as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. The goals outlined in the current California English Language Arts Framework (1987) include a call for Language Arts instruction that promotes a love of reading through a sense of personal fulfillment, a sense of effectiveness through which students acquire a range of lifelong learning strategies that fosters full participation in the world of work and the access to knowledge in our democratic society (p.1-3). It is with these fundamental goals and principles for language learning that the task of selecting appropriate materials and teaching strategies for classroom use must be undertaken. Despite the recent backlash to whole language and the widespread misconceptions regarding the teaching of phonics and basic skills within a whole language context, the goals and principles of developing lifelong and participatory readers and citizens remain the most compelling overriding call to literacy instruction in the United States today. Presentations and claims made by the publishers of the literacy series adopted in the last few years have basically neglected the fit between whole language and skills, to the detriment of children. Lack of effective and long-term professional development for teachers have undermined the potential of an integrated reading and language program, whereby interpretations of whole language in classrooms have been practices: using only whole class models instead of grouping and individualization when necessary; 0 ignoring phonetic instruction in the early grades, which is called for within the context 2 EST COPY AVAILABLE of authentic reading experiences; include the separation of reading and writing within the language learning experience; the general all or nothing perspective which results in a public opinion and views that education is on a perpetual pendulum of pedagogic fads. It is the intention of this writer to provide an alternative viewpoint as to what constitutes effective reading and writing instruction, based on the most current research on literacy instruction. Given this information concerning the research and expertise of literacy authorities in the nation, I will then provide an outline of my recommendations as to appropriate materials and instructional strategies to the boards of education and other policy makers in the literacy arena. Reading Policies To adopt or not to adopt: Questions for publishers In light of the aforementioned goals of language arts instruction delineated in the California English Language Arts Framework (1987), a comparison can begin to be made as to whether or not the strategies and techniques that form the basis of the basal series under consideration for adoption are necessary and sufficient methods for literacy instruction. Publishers generally declare that both criteria are met through their basal series, given their claims as to effectiveness, yet the definition and proof of effectiveness remain to be specified. The fact that students adapt their reading and writing strategies in order to meet the |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://files.eric.ed.gov/fulltext/ED398528.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
