rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    non sort: The
    title: effects of a whole language classroom on the development and use of text strategies by retained first grade students
  name:
    name part: Tyler, Barbara Joan.
    role:
      role term: creator
  name:
    name part: Erlandson, David A.
    role:
      role term: degree committee member.
  name:
    name part: Osburn, E. Bess
    role:
      role term: degree committee member.
  name:
    name part: Stansell, John C.
    role:
      role term: degree supervisor.
  name:
    name part: Stenning, Walter F.
    role:
      role term: degree committee member.
  name:
    name part: Wiseman, Donna L.
    role:
      role term: degree committee member.
  name:
    name part: Texas A & M University
    role:
      role term: degree granting institution.
  type of resource: text
  genre: bibliography
  genre: Academic theses
  origin info:
    place:
      place term: xx
    date issued: 1988
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: print
    extent: x, 122 leaves ; 29 cm
  abstract: This research investigated the effects of a whole language classroom on the text strategies of five retained first grade students in relation to other students in the same environment. This research had three major focii: 1) the overall classroom environment developed by the teacher and how this affected all class members, 2) how all class members developed as readers and writers, 3) how the five retained students in the classroom developed as readers and writers in relation to other class members in the same environment. Data were collected during a nine month period with observations twice weekly. The study unfolded in four phases following a naturalistic paradigm. Phase I and phase II were data collection to be analyzed on Phase III. Analysis provided thick descriptions of the classroom and how all students in the classroom developed as readers and writers over the school year. Further analysis provided descriptions for use in case studies of how five retained students developed as readers and writers. In keeping with the naturalistic paradigm, Phase IV provided a time to return to the research site to verify findings. The findings that emerged from this study support the whole language theory that children will develop in literacy when given opportunities to engage in reading and writing that is meaningful and serves a purpose for the child. The research further indicates that for a whole language classroom to be successful, the teacher must provide a secure environment for every student to take risks and grow as learners. The students begin to value and trust their efforts as learners through the trust of individual efforts provided by the teacher. Further findings show that a whole language classroom that provides trust and many opportunities for learning is a place where each child can succeed at learning regardless of ability.
  note: "Major subject: Curriculum and Instruction."
  note: Typescript (photocopy).
  note: Vita.
  note: Ph. D. Texas A & M University 1988
  note: Includes bibliographical references.
  subject:
    topic: Classroom environment
  subject:
    topic: Language and education
  subject:
    topic: Language experience approach in education
  subject:
    topic: Major curriculum and instruction
  identifier: http://proxy.library.tamu.edu/login
  identifier: https://hdl.handle.net/1969.1/DISSERTATIONS-1014967
  identifier: http://gateway.proquest.com/openurl
  related item:
    location:
      url: http://proxy.library.tamu.edu/login
  related item:
    location:
      url: https://hdl.handle.net/1969.1/DISSERTATIONS-1014967
  related item:
    location:
      url: http://gateway.proquest.com/openurl
  record info:
    record content source: TXA
    record creation date: 900530
    record change date: 20220103134837.0
    record identifier: in00000902638
    language of cataloging:
      language term: eng