• Login
    • Submit
    View Item 
    •   Repository Home
    • UT Electronic Theses and Dissertations
    • UT Electronic Theses and Dissertations
    • View Item
    • Repository Home
    • UT Electronic Theses and Dissertations
    • UT Electronic Theses and Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    "Placing children in the middle of literacy": instructional practices in a print-rich second grade classroom where all readers succeed

    Icon
    View/Open
    sailorsmw036.pdf (2.088Mb)
    Date
    2003
    Author
    Sailors, Misty Wilhelm
    Share
     Facebook
     Twitter
     LinkedIn
    Metadata
    Show full item record
    Abstract
    The purpose of this research was to identify and describe the instructional literacy practices of a second-grade teacher would help to explain why her lowest achieving readers were successful with reading. This teacher was selected because she provided her students with a print-rich environment and her students had good, conceptual understandings of literacy. Qualitative research methods were employed to document and describe (a) the kinds of texts and opportunities to engage with those texts this teacher made available to her struggling readers; (b) the teacher’s intentions and purposes in providing these opportunities for her struggling readers; (c) the ways in which the struggling readers talk about reading and writing in this classroom. One teacher and four of her low-income, minority students were observed for three months as they engaged in literacy events across subject areas. Data for this study included field notes from observations, student and teacher interviews, and digital images of texts created and used in this classroom. The findings from this study indicated this teacher was a knowledgeable decision maker. She skillfully incorporated her goals for reading instruction with students’ developmental needs. This teacher surrounded her students with a plethora of print and engaged them in a wide variety of reading and writing materials of varying formats and genres. She purposefully engaged her students in meaningful acts of literacy that were centered on the creation and use of student and teacher authored texts. Student and teacher created texts claimed every available space in the classroom and were a significant part of the daily lives of the students in this study. These texts were the avenue through which this teacher created an identity of “author” and “expert” in her struggling readers and the struggling readers talked about themselves as such. The findings of this study indicate that the creation and use of these texts within a print-rich environment under the guidance of a skillful teacher may have contributed to the conceptual understandings of literacy that were developing in these young readers.
    Department
    Curriculum and Instruction
    Description
    text
    URI
    http://hdl.handle.net/2152/907
    Collections
    • UT Electronic Theses and Dissertations
    University of Texas at Austin Libraries
    • facebook
    • twitter
    • instagram
    • youtube
    • CONTACT US
    • MAPS & DIRECTIONS
    • JOB OPPORTUNITIES
    • UT Austin Home
    • Emergency Information
    • Site Policies
    • Web Accessibility Policy
    • Web Privacy Policy
    • Adobe Reader
    Subscribe to our NewsletterGive to the Libraries

    © The University of Texas at Austin

    Browse

    Entire RepositoryCommunities & CollectionsDate IssuedAuthorsTitlesSubjectsDepartmentThis CollectionDate IssuedAuthorsTitlesSubjectsDepartment

    My Account

    Login

    Information

    AboutContactPoliciesGetting StartedGlossaryHelpFAQs

    Statistics

    View Usage Statistics
    University of Texas at Austin Libraries
    • facebook
    • twitter
    • instagram
    • youtube
    • CONTACT US
    • MAPS & DIRECTIONS
    • JOB OPPORTUNITIES
    • UT Austin Home
    • Emergency Information
    • Site Policies
    • Web Accessibility Policy
    • Web Privacy Policy
    • Adobe Reader
    Subscribe to our NewsletterGive to the Libraries

    © The University of Texas at Austin