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LI T ER AT U R E£-B AS E D R E A DI N G P ROG R A M

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M a n i l a £¬P h il i p pi n e s

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¡¡¡¡ T hi s r es ea r c h ex a mi ne d t h e effe ct s of a w h ol e l a ng uag e£-insp i r e d l i t era t ur e£-b as e d re a di ng pr og r a m onpu pi l s

¬ðre a di ng c o m pr ehe ns i on a nd atti t u des t o war d re a di ng £®I t e m pl o ye d a nat u ra l isti c res ea r c h des i gn t o

u nc o ve r t h e u sef ul n es s o f s uc h a p r og r a m i n i mpr o vi ng c hi l dr e n¬ðs re a di ng co m pr ehe n s i on a nd atti t u de s£®Resu lt s

of t h e s t udy sho we d t h at t he pr o gr a m ha d a p osit i ve i mpact on pu pi l s¬ð

co m pr ehe ns i on a nd atti t u d es t o war d

re a di ng £®I n t he pr og r a m £¬c hi l dr e n wer e gi ve n a mpl e op p or t u nit ie s t o t ak e a n act i ve ro l e i n t h e i r own l ea r ni ng £®Facto r s be l i eve d t o hav e co n tr i b ut e d t o t h e i r i mpr o ve d c o m pr ehe ns i on wer e £ºt he r eg u l ar i n depe n de nt ac t iv it ie s £¬

t he e n gag e me nt ac t iv it ie s £¬t h e l ea rn er£-ce nt er e d c l as s r o o m e n vi r on me nt £¬t he b r oad e r vi e w of re a di ng un de r lyi ngt he pr o gr a m £¬t he t ea ch er

¬ðs r eg ul ar de m o nst ra t i ons of re a di ng st rat e gie s a nd t he da i l y re adi ng ac t iv it ie s£®

Atti t u des wer e e vi de nt l y e n han ce d by t h e sup po rt i v e l ea r ni ng at mos p her e £¬t h e ma ny var i e d and in t er est i ngact iv it ie s £¬t he pr es en ce of l i t er ac y ce nt er s £¬t he t ea ch er

¬ðs dai l y re adi ng al oud of s to r ie s £¬t he pu pi l s

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op p or t u nit ie s t o re a d se l f£-sel ect e d re a di ng mat eri a l s and ac t iv it ie s £¬a nd t he use of hi gh q ua l i t y c hi l dr e n¬ðs

l i t era t u r e£®

Key w o r d sw hol e l a ng uag e £»l i t e ra t u r e £»re a di ng c o m pr ehe n s i on £»a tti t u de

In t r od uct i on

W hy do es t he P hil i p pi n es c o n t i n ue t o be an u n d er d ev el oped a n d po o r n a t i on £¿Des pi t e i t s hi gh l i te rac yr at e £¬i t i s e vi de nt t h a t Fil ipi n os ar e n ot a re a di ng pop ul ac e£®Fil ipi n os

¬ðp er c a pi t a c o ns u m pt i on of boo ks £¬

n e ws pap e r s a n d ot h e r pu bl i c a t i o ns i s way b e yo n d t h e i r E a st As i an n ei g h b o r s £¨ O pl e 1993 £»L oc s i n 1992 £»Nemen z o 1992 £©£®De Qui r os£¨1994 £©a l s o n ot ed t h a t t he c ou nt r y

¬ðs s t a n d ard s of l i te rac y ar e n o t t he hi gh es t

i n t he w o r l d£®

Cl ay £¨ 1993 £©d e cl ar ed t h a t sc h o ol re a di ng pr o gr a ms aff e c t t he d ev el o p m e n t of a n a t i on £®T h e yd ete r mi ne t he l i te rac y a n d al i te rac y o f a peo pl e£®I d e a l l y £¬re a di ng pr o gr a ms o ug ht t o pr od uc e s t ude n t s w h ocan a n d wil l re ad as a ha bi t £®H ow ev e r £¬a t l e as t f o u r s t u di es £¨ G on z al es £¦ Si ba yan 1988 £©t he S O U TEL E

£¨ D E CS 1976 £©£¬P RO DE D £¨ D E CS 1988 £¬1990 £©£¬a n d t he E DC O M Rep o r t £¨ 1991 £©s h ow ed Fil ipi n os c h o ol c hi l dr en

¬ðs po o r re a di ng ac hi ev e m e n t £®T h e y e xp os ed t h a t c hi l dr en o nl y l ear n o nl y h a l f of w h a t t h e y

ar e s u p p os ed t o l ear n i n sc h o ol £®T he s ma l l p er c e nt ag e of re ad e r s hi p i n t he c ou nt r y a n d t he di s malp er fo r m an c e of pu pi l s i n te st s on re a di ng demo n st r at e t he f a i l ur e of many l oc al sc h o ol s t o eff e c t i ve l yf os te r t he ai ms of re a di ng ed uc a t i on £®

Peo pl e¬ðs s ur vi v a l a n d sa ti s f a c t i on i n t oday

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T r a n s l at ed t o re a di ng i nst ru c t i on £¬Cull i nan £¨1992 £©de l i n e at ed t he b a s i c pr i n cip l es of w h ol e l ang uag ei n t o thre e £º£¨ 1 £©c hi l dr en l ear n t o re ad by re a di ng £»£¨2£©re a di ng i s a p a r t o f l ang uag e a n d i s l ear ned i n t hes a m e way as ot h e r fo rm s of l ang uag e £»a n d £¨ 3 £©l ear ni ng i n one are a of l ang uag e h el ps l ear ni ng i n ot h e rare as£®She n ot ed t h a t good l i te r at ur e i s c e n t r al t o t he d ev el o p m e nt of re a di ng a n d writ i ng a n d se rv es a st he f ou n d a t i on of an eff e c t i v e L ang uag e Art s P r o gr a m £®

T he Re a di ng P r oce s s

B as ed on t he w h ol e l ang uag e p e r s p e c t i ve £¬t ea ch e r s¬ð

vi e w of re a di ng m us t a l s o be mo dif i ed £®Fr o m t hec on ve n t i on al s kil l s or i e nta t i on w hi ch t e n ds t o be hi g hl y me cha n i st i c a n d t ea ch e r£-c e nte r ed £¬re a di ng m us tn o w be c on c ei v ed as a t r a ns a c t i v e£¯ i nte ra ct i ve proc e ss a n d as a hi g hl y el ab or at e m e a ni ng c o nst ru c t i ona c t i vi t y£®As d esc r i bed by Hitt l eman £¨1988 £º2 £©£¬i t i s a ¡° t hi n ki ng £¬l i ng ui s t i c £¬c ul t ur al £¯ so cia l proc e ss t h a t i si n ter r el at ed w i t h a n d s u p p o r t i ve of ot h e r c o m m uni c a t i on proc esse s o f l i s t e ni ng £¬s p e a ki ng a n d writ i ng ¡±£®

Or g a niz i ng t he Li t e r at ur e£-ba s ed Rea di ng P r ogr a m

R e a di ng pr o gr a ms i ns pi r ed by a w h ol e l ang uag e p hi lo s o p hy c o n s i d e r s va r i et y a n d b al an c e i n m ate r ia l sa n d i n m et h o ds as we l l a s b al an c e i n r es po n s ib il i t y s h ar ed by t ea ch e r s a n d st ude n t s£®St r i c kl a n d £¨ 1992 £©c i t ed f i v e b a s i c el em e n t s of a w h ol e l ang uag e re a di ng pr o gr a m £º£¨ 1 £©t ea ch er£-a s si s t ed a ct i vit i es £»£¨ 2 £©i n depe n de n t a c t i vit i es £»£¨3 £©f l e xib l e gr ou pi n gs £»£¨4 £©r es po nse s t o l i te r at ur e £»a n d £¨5 £©i nfo r ma l as se s s m ent £®

Al s o foc us i ng on t he n e ed fo r b al an c e a n d v a r i et y £¬Hi eb e r t a n d Col t£¨1989 £©s p e c if i ed t w o el e m e nt s t obe regar ded i n d e s i g ni ng an eff e ct i v e re a di ng pr o gr a m £¨ 1 £©t he i n st ru c t i on al fo r ma t or gr ou pi ng s chemei£®e£®£¬wh ol e cl a ss £¬s ma l l gr oup a n d i n depe n de nt a ct i v it i es £»a n d £¨ 2 £©l i te r at ur e s el e c t i on i £®e £®£¬by t het ea ch er £¬t he t ea ch e r a n d st ude n t s a n d st ude n t s o nl y£®

T he cu r r e n t pr ogr a m £¬gu i ded by t he w h ol e l ang uag e as s u m pt i o ns £¬t ook i n t o acc ou nt t he f ol l o wi ngel e m e nt s £º£¨1 £©t he en vi r o n m e nt £»£¨2 £©t he ac t i vit i es £»£¨3 £©t he m ate r ia l s £»a n d£¨4 £©as se s s m en t m e as ur es£®T hes chem a t i c di agr a m of t he c on c e pt ua l f r a m e wor k i s pr es e nt ed i n t he n e xt p ag e£¨ Fi g ur e 1 £©£®

Me t hod ol o gy

T hi s st udy e m pl o yed a one £-gr oup n at ur a l i st i c r es ea r ch us i ng q ua n ti ta t i ve a n d q u a l i ta t i ve t e c h ni q ues t od ete r mi ne t he eff e c t s of a s h o r t£-te r m i mpl e m e n ta t i on of a w h ol e l ang uag e£-i ns pi r ed l i te r at ur e£-b as edre a di ng pr ogr a m on fi f t e en s el e ct ed mi x ed £-a bil i t y l ev el gr ade £-II I pu pi l s

¬ðre a di ng co m pr ehe n s i on a n d

a tti t ud es£®

T he Cl oz e te s t £¬In te ra c t i ve£-Re a di ng £¯ W rit i ng£-Ac t i v i t y £¨ I RW A £©i ns pi r ed by G emake £¨ 1984 £©£¬r et e ll i ng of s t o r i es £¬l i te r at ur e j o ur n al writ i ng £¬a n d writ i ng of or ig i n al s t o r i es wer e us ed t o d ete r mi ne t he

pu pi l s¬ð c o m pr ehe n s i on £®Atti t ud es £¬on t he ot h e r ha n d £¬we r e ex a mi ned thr ou gh c hi l dr en ¬ðs na mi ng off av o ri t e st o r i es £¬pu pi l i nte r vi e ws £¬o bse rv a t i o ns o f pu pi l beha vi o r s £¬M cK e n na a n d Kea r¬ðs £¨1990 £©Info r mal

Re a di ng In te r es t S urve y £¬a n d pu pi l s¬ð

ev al u a t i on of t he cl ass a ct i v it i es£®

T he i mpl em e nta t i on of t he l i te r at ur e£-b as ed re a di ng pr ogr a m we n t thr o ugh t he f ol l o wi ng s t ag es £º

I £®Pl a n ni ng a n d P r ep ar a t i onA£®De f ini ng t he n at ur e of t he re gul a r re a di ng pr o gr a mB£®Sel e ct i ng t he re a di ng m ate r ia l s

1 £®Cor e Li te r at ur e2 £®E xt e n ded Li te r at ur e

C£®Des i g ni ng t he cl ass r oo m1 £®Li te rac y c e nte r s2 £®P r i n t di s pl a ys

D£®Pl a n ni ng t he pr o gr a m ac t i v it i es1£®Pr ogr a m f r a m e wor k2£®St r at e gy l es s o ns

I I £®Pr ete st i ng

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1 £®T ea ch er£-l ed a c t i vit i es2 £®I n depe n de nt a ct i v it i es

I V£®P ost te st i ng

T he pr o gr am had t he f ol l o wi ng f e at ur es £º£¨ 1 £©a p r i n t£-r i ch cl ass r oom en vi r o n m e n t w i t h a ut he n t i cre a di ng m ate r ia l s £¬thre e l i te rac y c e nte r s a n d an er ro r£-to l er a nt £¬r e s p e c t i ng £¬c ol l ab or a t i v e a n d c hi l d£-c e n te r ed cl a ss r oo m cl i mat e £»£¨2£©t ea ch er£-l ed ac t i v it i es co n si s t i ng of t he t ea ch e r

¬ð

s m od e l i ng of a p pr o p r i at e

re a di ng st r at e gi es £¬a n d i n depe n de n t a ct i v it i es w h er e c hi l dr en g e t i n di vi d u a l h el p as n e eded a n do p p o r t u nit i es t o make i n depe n de nt d e c is i o ns i n r el a t i on t o book s el e c t i on fo r a ct u al re a di ng £»£¨ 3£©t he us eo f hi gh q u a l i t y l i te r at ur e m os t l y f r o m a ut he n t i c s o ur c es o r c hi l dr en

¬ðs pi ct ur e s t or yboo ks £»£¨4 £©fo r t he w h ol e

cl ass a c t i v it i es £¬t he us e of P hil i p pi ne f ol k t al es t o e xp os e c hi l dr en t o t h e i r r i ch cul t ur al h e ri t ag e £»£¨5 £©fo ras se s s i ng pu pi l s

¬ðc o m pr ehe n s i on £¬t he us e of i nfo r mal a n d a ct u al s a m pl es of c hi l dr en

¬ðs w or k £»£¨6 £©a tti t ud es

we r e ev al uat ed b as ed on i nfo r ma l m e as ur es w hi ch m o st l y r eq ui r ed pu pi l s t o gen e r at e t h e i r o wn r es po nse st o cl a ss a c t i vit i es £»a n d£¨ 7 £©t ea ch e r

¬ðs o bse rv a t i o ns o f pu pi l s

¬ðre a di ng £-r el at ed beha vi o r s w hi ch c o n t r i b ut ed t o

t he i nfo r mat i on col l e ct ed regar di ng t h e i r re a di ng atti t ud es£®

Pu pi l s¬ð

c o m pr ehe n s i on was ex a mi ned us i ng t he d at a dr a w n f r o m c hi l dr en¬ðs p er fo r m an c e i n a cl oz e te s t

a n d t h e i r w or k s a m pl es f r o m f ou r q u a l i ta t i ve i nfo r ma t i on s o ur c es nam el y £¬c hi l dr en¬ðs l i te r at ur e j o ur n al

e nt r i es £¬t he i n te ra ct i ve£-re a di ng £¯ w rit i ng£-a ct i vit i es £¬or al £¯ writ t en r et e ll i n gs £¬a n d t h e i r o r ig i n al s t or i es£®T het£-te st fo r depe n de n t sa m pl e m e a ns wa s c o m p ut ed t o d ete r mi ne t he s i g n if i c an c e of any chan ges t h a toccu r r ed i n c hi l dr en

¬ðs pr e£-a n d p ost£-te s t c o m pr ehe n s i on p er fo r m an c e£®

A n F£-te st was al s o c o m p ut ed t o d ete r mi ne i f t he di ffe r en c es am ong t he thre e pr e£-d ete r mi ned a bil i t ygr ou ps£¨good £¬a v e rag e a n d po or £©wer e s i g nif i c a n t £®

T he pu pi l s¬ð

a tti t ud es £¬on t he ot h er ha n d £¬wer e as c e r t a i ned thr o ugh t he numb e r of st or y tit l es t h e yc o ul d i de nti f y £¨ i n di c a t i ng t h e i r us e of l i te r at ur e £©£®Qu a l i ta t i v e i nfo r ma t i on abo ut pu pi l s

¬ðatti t ud es we r e

dr a w n f r o m t he Info r ma l Re a di ng In te r es t S urve y £¬t he o bse rv a t i o ns made by t he t ea ch er£-r es ea r ch er £¬t hei n te r vi e ws w i t h t he r es po n de n t s £¬a n d t he pu pi l s

¬ðev al ua t i on of t he pr o gr a m a ct i vit i es£®

Re s u l t s an d Di s cu s si on

Co mp r ehen s i on

Cl oz e Te s t

T he cl oz e te s t was ad min i s te r ed t o c hi l dr en b e for e a n d a f te r t h e i r i m me r s i on i n t he l i te r at ur e£-b as edre a di ng pr o gr a m £®Res u l t s of t he pr e£- a n d p o st£-te st s s h ow ed t h a t pu pi l s i mpr o v ed m ar ke dl y i n t h e i rc o m pr ehe n s i on a f te r t he pr ogr a m £®

T he c o m p ut ed t £-te s t a t 3 £®36 £¬p £¼£®01 £¬p os t ed a s i g nif i c a n t g ai n i n di c a t i ng t he p osit i v e eff e c t o f t he

pr o gr am on c hi l dr en¬ðs c o m pr ehe n s i on d ev el o p m e nt £®

Li t e r at u r e£-Jo ur n a l

T he c hi l dr en¬ðs writ i n gs i n t h e i r l i te r at ur e j our n a l s un c o v er ed m uch abo ut t h e i r t h o u g h t proc es se s as

t h e y re ad or a f te r t h e y re ad boo ks£®A n an a ly si s of 164 j o ur n al e nt r i es s h ow ed c hi l dr en¬ðs o w ne r s hi p of

t h e i r writ t en t e xt s£®T hi s was m a ni fe st ed i n a n u m b er of wa ys£®Fr o m t he c o ve r p ag e £¬t h e y ei t h e r dr e wt he ms el v es or t h e i r i n te r e st s£®T h e y al s o made r efe r en c es t o t he ms el v es£®T he c o n t e n t of t h e i r d a i l yr e f l e c t i o ns e xp os ed t h e i r b e l i e f s £¬i d e as £¬c on c e p t s £¬as p e c t s o f t h e i r p e r s on a l i t y £¬c rit i c a l t hi n ki ng s kil l s a n dv a l u es£®T h e i r d a i l y i n depe n de n t d e c is i o ns on wh a t t o wri t e abo ut i s an e vi den c e of writ i ng o wne r s hi p £®

Re te ll i ng

A n an aly si s of 50 writ t en r et e ll i ng s a m pl es l i k e wi s e s h ow ed c hi l dr en¬ðs se ns e of o w ne r s hi p fo r t h e i r

w rit i n gs£®T h e y al s o m a ni fe s t ed an a bil i t y t o s eq u en c e st o r i es a n d en gag e i n l ang uag e e xp e r i m enta t i on £®Ac o m p a ri s on of t h e i r va r i o us writ i n gs reve al ed ri s k£-t a ki ng i n t h e i r us e o f w ord s £¬s p e ll i n gs a n d m e cha ni cs o fw rit i ng £®C hi l dr en en gag ed i n se l f£-co r re c t i o ns a n d we r e f ou n d t o i mpr o ve i n se n t en c e st ru ct ur e £¬s e l f£-e x pr es s i on a n d s p e ll i n gs i n t h e i r s ucce e di ng writ i n gs£®Some c hi l dr en we r e al s o f ou n d t o be capa bl e ofw rit i ng or ig i n al a n d hi g hl y cre a t i v e s t o r i es£®F o r i n s t an c e £¬one st ude n t made a co m pl et el y di ffe r e n t s t or y

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T h e i r a bil i t y t o nam e m or e tit l es £¬mor eo ve r £¬i s an i n di c at o r o f t h e i r d ev el o pi ng i n te r est i n re a di ng or t h e i rp osit i v e atti t ude t ow ard s re a di ng b ec a us e t he a bil i t y t o rec a l l s t or y tit l es s i g n i f y t h a t s t o r i es had an i m pa c ton t he m £»t h us £¬t h e y wer e r e m e m b e r ed £®

In fo r ma l Re a di ng In t er e s t I n ve n to r y

Al s o gi ven as a pr e£- a n d p os t£-te s t £¬t he i nfo r ma l re a di ng i n te r est i n ve n t or y s h ow ed t h a t a f te r t hepr o gr a m £¬mor e c hi l dr en pr efer r ed t o en gag e i n re a di ng a n d writ i ng a n d t o visi t re a di ng £-r el at ed pl ac es£®M or e c hi l dr en cla i m ed t h a t t h e y l i ke t o re ad £¬b e l i ev ed t h a t t h e y c o ul d re ad £¬a n d t h a t t h e y e nj o y ed

re a di ng £®F u r t h e r mor e £¬t h e y al s o f ou n d t he l i brar y an e nj oy a bl e pl ac e a n d t e xt book re a di ng as f un £®M or ec hi l dr en d e cl ar ed t h a t t h e y w o ul d re ad ev en i f t he t ea ch e r wo ul d n ot r eq ui r e t he m t o £®T hi s f i n di ngs ugg est s t h a t t he m or e o p p o r t u nit i es c hi l dr en ar e gi ven t o re ad £¬t h e y b ec o m e m or e m o t i vat ed t o re ad £®Such e nt h us i as m fo r re a di ng i s gen e r a l i z ed t o re a di ng£-r el at ed pl ac es a n d t o va r i ed t yp es of re a di ngmate r ia l s as we l l£®

T a bl e 1 s h o ws t he r es ul t s of t he i nfo r mal re a di ng i n te r es t s urve y b e for e a n d a f te r c hi l dr en¬ðs

i m me r s i on i n t he pr o gr a m £®

I n p a r t I £¬fi rs t i t e m £¬n one of t he su bj e c t s i de n tif i ed any pr efer r ed re a di ng£-r el at ed ac t i vi t y b efor et h e i r i m me r s i on i n t he l i te r at ur e£-b as ed re a di ng pr ogr a m £® M o st c hi l dr en pr efer r ed o ut do o r ga m es £¬f ol l ow ed by s h o p pi ng a n d s p o rt s £¬t hen t v vi e wi ng a n d st ud yi ng £®Af te r t h e i r e xp os ur e £¬most c hi l dr en st il lpr efer r ed i n do o r £¯ o ut do o r g a m es as t h e i r fi rs t pr efe r en c e £¬f ol l ow ed clos el y by s p o rt s a n d re a di ng £¬t henw rit i ng a n d s i n gi ng £®T he a p p ear an c e o f re a di ng a n d writ i ng a f te r t he pr ogr a m i m me r s i on i s w o r t h n o t i ngal b e i t min i mal £®

I n t he s ec o n d i t e m £¬mos t c hi l dr en pr efer r ed t o ha v e t o ys£®A f e w ot h e r s i de n tif i ed p e r s on al t hi n gs o fi n te r e s t l i ke wri s t wat ch £¬r ubb e r s h o es £¬r ol l e r s k ate s a n d boo ks as t h e i r fi rs t pr efe r en c e b efor e t h e i r

i m me r s i on i n t he pr ogr a m £®Af te r t h e i r exp os ur e £¬mo st c hi l dr en s t il l w i s hed t o ha ve t o ys £¬f ol l ow ed byot h e r p e r s on al t hi n gs l i ke f a mi l y co m pute r £¬w ri s t wat ch £¬boo ks £¬bi ke a n d r i ng £®A n i n te r e s t i n boo ks i sa l re ady e vi de nt b e for e t he pr ogr a m exp os ur e £®T he s a m e c hi l dr en £¬h ow ev e r £¬i n di c at ed i nte r es t i n book £¯ sas t h e i r fi rs t pr efe r en c e £®

T a bl e 1 £®Su m mar y of re a di ng £-r el at ed pu pi l r es po nse s t o t he £¨i nfo r ma l £©re a di ng i nte r es t s urve y

It em s Pr et e s t P o s t t es t

P AR T I1 £®Pr e fe r r e d a c t i v it i es

£¨ N £½ 15 £©Re a di ng

2n d pr efe r en c e £¨ n £½ 2 £©3r d pr efe r en c e £¨ n£-1 £©

£¨ N £½ 12 £©R e a di ng

1st pr efe r en c e£¨ n £½ 3 £©2n d pr efe r en c e£¨ n £½ 1 £©3r d pr efe r en c e £¨ n £½ 4 £©

Writ i ng1st pr efe r en c e£¨ n £½ 1 £©2n d pr efe r en c e£¨ n £½ 2 £©

2 £®Pr e fe r r e d thi n gs Book £¯ s1 st pr efe r en c e£¨ n £½ 1 £©2n d pr efe r en c e £¨ n £½ 2 £©3r d pr efe r en c e£¨ n £½ 2£©

¡¡1st pr efe r en c e£¨ n £½ 1 £©2n d pr efe r en c e£¨ n £½ 1 £©

3 £®Pr e fe r r e d pl a ce s N o re a di ng £-r el at ed pl ac e Li br ar y2n d pr efe r en c e£¨ n £½ 2 £©

Bo ok s tor e2n d pr efe r en c e£¨ n £½ 1 £©

9


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It em s Pr et e s t P o s t t es t

4 £®R e a di ng m a t e r ia l s at ho me Boo ks £¬maga zi n es £¬spre ad s h e et s

£¨ n £½ 15 £©

Boo ks £¬maga zi n es £¬spre ad s h e e t s

£¨ n £½ 11 £©

5 £®R e a der s at ho me M ot h er £¬fa t h e r £¬si s te r £¬br ot h e r £¬gr a n dfa t h e r £¬gr a n d m ot h er £¬un cl es £¬

c o us i ns £¬au n t s£¨ n £½ 15 £©

M ot h er £¬fa t h e r £¬si s te r £¬br ot h er £¬gr a n dfa t h er £¬gr a n d m ot h er £¬un cl es £¬

c o us i ns £¬au n t s£¨ n £½ 12 £©

6 £®Li br ar y e x posu r e Y es£¨ n £½ 14 £© Y es£¨ n £½ 11 £©

7 £®Li kes r e a di ng Y es£¨ n £½ 8 £©So m e t i mes£¨ n £½ 2 £©

N ot s o£¨ n £½ 5£©

Y es£¨ n £½ 11 £©So m e t i mes£¨1 £©

P a r t II1 £®Can r e ad2 £®E nj oy s r e a di ng3 £®F i n ds l i br ar y bor i ng4 £®R e a ds i n t he l i br ar y o nl y

w he n aske d by t eac h er5 £®Co nsi der s t e xt bo ok r e a di ng

f un

£¨ N £½ 10 £©Ye s£¨ n £½ 10 £©Yes £¨ n £½ 7 £©No£¨ n £½ 9 £©No£¨ n £½ 7 £©

¡¡Ye s£¨ n £½ 10 £©

£¨ N £½ 12 £©Yes£¨ n £½ 11 £©Yes£¨ n £½ 11 £©No£¨ n £½ 11 £©No£¨ n £½ 11 £©

¡¡Yes£¨ n £½ 11 £©

¡¡¡¡ I n i t e m n u m b er thre e £¬n one of t he r es po n de nt s i n di c at ed any re a di ng£-r el at ed pl ac e of pr efe r en c eb efor e a n d a f te r t he pr o gr a m £®Af te r t he pr o gr a m t h o ugh £¬s o m e st ude n t s na m ed t he l i brar y a n d boo kst or eas pr efer r ed pl ac es£®M os t c hi l dr en i de n tif i ed t he m a l l £¬f ol l ow ed by t he b ea ch £¬Di s n e yl a n d a n d t he gy m ast h e i r fi rs t pr efe r en c e b e for e t h e i r i m me r s i on i n t he L BP£®M ost o f t he m s t il l pr efer r ed t he m a l l £¬f ol l ow edby t he b ea ch £¬t hen ch ur ch £¬f ol l ow ed by D i s n e yl a n d a n d t he dep a r t m en t st or e a f te r g oi ng thr o u gh t hepr o gr a m £®

I n t he f o u r t h i t em £¬a l l r es po n de n t s cla i m ed t o be exp os ed t o re a di ng m ate r ia l s b e for e a n d af te r t h e i re xp os ur e t o t he L B P£®Sim i l a r l y £¬a l l s u bj e c t s i n di c at ed t h e i r e xp os ur e t o re a di ng mod e l s at h o m e i n t hefi f t h i t em £®T he s a m e h ol ds t ru e fo r t he s ix t h i t em when a l l r es po n de n t s i n di c at ed t h a t m os t £¬i f n o t a l l £¬o ft he m wer e e xp os ed t o t he l i brar y b efor e a n d af te r t he pr o gr a m £®I n t he l as t i t e m of Pa r t I £¬a f te r t hec hi l dr en

¬ðs e xp os ur e t o t he L BP £¬t he r es po n de n t s w h o d e cl ar ed t h a t t h e y l i ked re a di ng o ut numb e r ed t h os e

wh o i n di c at ed t h i s b e for e t he pr o gr a m £®

I n t he s ec o n d p a r t o f t he s urve y £¬a l l exc e pt one of t he c hi l dr en r es po n ded p o sit i vel y t o t he re a di ng£-r el at ed stat e m e nt s a f te r t h e i r exp os ur e t o t he pr o gr a m as s h o w n i n Ta bl e 1 £®

In t e r vi ew s

T he p os t£-t r y£-out i n te r vi e ws o r c o nfe r en c es w i t h t he r es po n de n t s pr o vi ded m or e i nfo r ma t i on regar di ngt he m ot i v a t i on al f a ct o r s t h a t co n t r i b ut ed t o t h e i r p o sit i ve atti t ud es t ow ar d re a di ng £®I t was reve al ed t h a t

t he c hi l dr en pr efer r ed t he ac t i vit i es i n t he l i te r at ur e£-b as ed re a di ng pr ogr a m o ve r t he re g ul a r a ct i v it i es i nt h e i r L ang uag e Art s cl a ss b ec a us e t he fo r mer wer e m or e f un £¬i n te r e st i ng a n d f a mil i a r £®I n ad d it i on £¬t h e yc o ul d foc us m or e on re a di ng b ec a us e t h e r e we r e many a v a i l a bl e m ate r ia l s t o re ad £®T he pu pi l s fu r t h e rc o n t e n ded t h a t t h e y f ou n d l ear ni ng ea s i er i n t he l i te r at ur e£-b as ed cl a ss t han i n t h e i r re g ul ar Lang uag e Art sCl a ss£®T h e y l ear ned m or e w ord s £»t h us £¬t h e y d ev el oped r i ch er v oc ab ul ar y£®T he o p p o r t u n it i es gi v en t ot he m t o s e l f£-s el e c t m ate r ia l s t o re ad or t o c h o os e t he a ct i vit i es t o en gag e i n d u r i ng t he i n depe n de n t p e r i odwa s a l s o c o ns i d e r ed cru cia l t o t h e i r e n han c ed i n te r es t i n re a di ng we r e t he many va r i ed a c t i vit i es a n d t he

01

E n han ci n g P u p l i s¬ð

R ea di n g Compr ehe n si on an d At ti tu de s throu g h a W h ol e £®£®£®¡¡¡¡ Melissa Alma R £®Orencia


9/16

t i m e gi v en t o t he m t o wor k i n depe n de n t l y£®T he q ui e t £¬r el a x ed £¬a n d h o m e l i ke at mos p h er e of t hecl ass r oom en v i r o n m e n t pr o m ot ed i mpr o v ed l ear ni ng £®T he c o nfe r en c es fu r t h e r reve al ed t h a t c hi l dr en l i kedt he i n depe n de nt a ct i v it i es b ec a us e t h e y se rv ed as a ven ue fo r ex er c is i ng t h e i r p e r s on al c h oi c es£®T hedi v e r s e c h oi c es offe r ed t o t he m c ate r ed t o t h e i r many va r i ed i n te r est s£®I t was d e emed f un t o w or k al oneo r w i t h ot h e r s a n d t o w or k i n depe n de n t l y a n d m e a ni n gf ul l y£®T a bl e 2 s u m ma r i z es c hi l dr en

¬ðs re as o ns fo r

pr efer r i ng t he ac t i vit i es i n t he l i te r at ur e£-b as ed re a di ng pr o gr a m o v er t h e i r ac t i vit i es i n t he re g ul a rL ang uag e Art s cl ass£®

T a bl e 2 £®Sum mar y of re as o ns fo r pr efer r i ng t he a ct i v i te s i n t he re a di ng cl ass £¨ l i te r at ur e£-b as ed re a di ngpr o gr a m £©o ve r a ct i vit i es i n t he En g l i s h cl ass£¨ re g ul ar l ang uag e pr o gr a m £©

1 £®a ct i vit i es ar e f un £¬e nj o ya bl e2 £®s t o r i es ar e i nte r es t i ng £¬f a mil i a r3 £®t h e y c an foc us on re a di ng4 £®t h e r e ar e many boo ks a n d writ i ng m ate r ia l s5 £®e as e i n l ear ni ng a n d u n d e rs t a n di ng6 £®r i ch v oc ab ul ar y l ear ned

7 £®f re edom t o c h o os e boo ks a n d a ct i v it i es t h e y ar e i n te r est ed i n8 £®many va r i ed a c t i v it i es

a £®re a di ng al one or w i t h f r i e n dsb£®writ i ng a n d dr a wi ng s t o r i esc £®s h a r i ng s t o r i es re ad or p e r s on a l l y writ t en st o r i esd£®r es po n di ng t o st o r i es i n t h e i r Li te r at ur e J o ur n ale £®l i s t e ni ng t o t he t ea ch er

¬ðs re a di ng£-al oud a n d s t or yt e ll i ng

f £®re a di ng t o t h e i r cl a s s mate sg £®a n s we r i ng a c t i vit i es

9 £®t i m e t o do t hi n gs i n depe n de n t l y

10 £®r el a x ed £¬q ui et a n d hi g hl y co n d u ci v e cl ass r oom en v i r o n m e n t

£¨ N £½ 15 £©to ta l nu mb e r of r e s po n de n t s£¨ n £½ 15 £©num b er of r e s po n de nt s w h o pr o vi ded r e s po n se s

Cl a ssr oo m Ac t iv it i e s Eval u a t i on

Al l of t he c hi l dr en e x pr es s ed l iki ng fo r t he l i te r at ur e£-b as ed re a di ng pr ogr a m £¨ Re a di ng Cl a ssa c t i vit i es£©b ec a us e of t he f ol l o wi ng re as o ns £ºt he m any va r i ed ac t i v it i es £¬t he e as e i n w hi ch l es s o ns ar el ear ned £¬a n d v oc ab ul ar y me a ni n gs ar e u n d e rs t ood £® M or eo ve r £¬t he many o p p o r t u n it i es t o do va r i eda c t i vit i es £¬t he c o n d u ci ve cl ass r oo m en vi r o n m e n t a n d t he m any o p p o r t u n it i es t o m ake i n depe n de n t

d ec is i

o nsl i

k e wi s

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but

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ti

n t he pr o gr a m £®T a bl e 3 £®Su m mar y of re a s o ns w hy c hi l dr en g en e r a l l y l i ke t he re a di ng cl a ss

1 £®many va r i ed a c t i v it i esa£®re a di ng r el at ed s t o r i esb£®writ i ng a n d dr a wi ng s t o r i esc £®r et e ll i ng st o r i es t o t h e i r cl a ss mate sd£®l i s t e ni ng t o st o r i es o f t he t ea ch e r a n d t h e i r p e e r se£®s h a r i ng t h e i r o r ig i n al st or i es t o ot h e r sf £®di s c us s i ng s t o r i es w i t h t he t ea ch er a n d a ns we r i ng h e r q u est i o ns

g£®re a di ng t h e i r cl as s mate s¬ð o r ig i n al st o r i esh£®w rit i ng i n t h e i r Li te r at ur e J o ur n a li £®re a di ng al one or w i t h ot h e r s

2 £®e as e i n l ear ni ng a n d u n d e rs t a n di ng of l es s o ns a n d t he m e a ni n gs of w ord s3 £®e nj oyme n t i n d oi ng di ve r s e ac t i vit i es

11


67


10/16

4 £®c o n d uci ve cl ass r oo m en vi r o n m e nta£®h o m e l i keb£®qui e tc £®cl e and£®many s t or yboo kse£®f un ct i on are asf £®or d e r l y

5 £®o p p o r t u nit i es t o make i n depe n de n t d e c is i o ns

T he pu pi l s we r e as ked t o ev al uat e t he Re a di ng Cl a ss a ct i vit i es a f te r t he pr o gr a m £®Al l c hi l dr en w h oev al uat ed t he pr o gr a m i n di c at ed t h a t t h e y l i ked writ i ng or ig i n al st o r i es a n d t o l i s t en t o t he t ea ch er

¬ðs

s t or yt e ll i ng £®M aj o ri t y al s o l i ke t he re ad £-al oud act i vit i es w hi ch t h e y di d a m ong t he ms el ves £¬i n cl u di ng t het ea ch er

¬ðs re a di ng£-al oud a n d di s c us s i on of s t o r i es£®T hi r d i n t he l i s t o f we l l£-l i ked ac t i vit i es ar e t he r et e ll i ng

a n d s h a r i ng o f o r ig i n al st or i es£®T hi s i s f ol l ow ed by writ i ng abo ut s t o r i es re ad i n t h e i r l i te r at ur e j o ur n al a n dt he Book T al ks£®T he fi f t h i s a n s we r i ng £¯ c o m pl e t i ng gi ven st o r i es or t he I n depe n de n t£-Re a di ng £¯ W rit i ng£-Act i vi t y£¨I RW A£©£®T hen £¬t he s ix t h i s re a di ng a book w i t h ot h e r s f ol l ow ed by re a di ng a s t or y f r o m a s t or y

s h e e t £®L a s t l y £¬t he i n di vi d u a l i n depe n de n t re a di ng i s e nj o yed by al most h a l f of a l l t he r es po n de n t s w h oas se s s ed t he a c t i vit i es t h e y l i ked i n t he pr o gr a m £®T a bl e 4 su m ma r i z es c hi l dr en

¬ðs re as o ns fo r l iki ng t he

l i te r at ur e£-b as ed re a di ng pr o gr a m a ct i v it i es £º

T a bl e 4 £®Su m mar y of c hi l dr en¬ðs re a di ng cl a ss ac t i vit i es ev al u a t i on

Cl as s a c t i vi t y I l i k e i t I d o not l i k e i t

1 £®writ i ng or ig i na l s to r i es £¨n £½ 13 £©f un £¬pl e as ur a bl ec an m ake m e t hi n k of m any b e a uti f ulad ve nt ur ese nj oy re a di ng o u r o r ig i n al st or i esgood pra ct i c e fo r f ut ur e a ut h o r sI l i ke dr a wi ngI l i ke re a di ng i t d a i l yI t c an be s h ar ed w i t h ot h e r sI t c an be done d a i l y

2 £®T eac he r£-l e d s tory te ll i ng £¨n £½ 13 £©e nj oy a bl eb e a uti f ul st or i esl i ke M o m t e ll i ng me s t o r i es a t be d t i m es o ur c e of l ear ni ngd ev el o ps l i s t e ni ng s kil l sc o mfo r t a bl e s e t£-upn ot b o r i ngs o ur c e of many n e w voc ab ul ar ypr o vi d es m od e l i ng fo r s t or yt e ll i ng

3 £®R e a di ng£-al oud t ocl as s ma t es

£¨ n £½ 12 £©f un £¬e nj o ya bl ei mpr o v es a bil i t y t o t e l l s t o r i esb e a uti f ul st or i esad ds t o o u r kn o wl ed g e of st o r i ess o ur c e of n e w word s t o l ear n

£¨ n £½ 1 £©tir i ngi n a t t e n t i v e cl as s mate s

21




11/16

Cl as s a c t i vi t y I l i k e i t I d o not l i k e i t

4 £®T eac he r£-l e d r e a di ng£-al oud and di s cu s si on

£¨ n £½ 12 £©st or i es ar e b et te r u n d e rs t oodmany t hi n gs ar e l ear nedq u e st i o ns ar e a n s we r ed m or e accur at el y

£¨ n £½ 1 £©I f e el s l e epy

5 £®R e a di ng a stor y i n cl a s s£¨ wi t h t he t eac he r orot her s £©

£¨ n £½ 11 £©e nj oy a bl e a n d f una t t e n t i v e cl a s s mate so p p o r t u n i t y t o s h ar e st o r i es we kn o wm ak es m e ha p py es p e cia l l y when ot h e r s

l i st en a n d a p pre ci at e m y r et e ll i ng

£¨ n21 £©b o r i ngt hi ck boo ks r eq ui r el on g er r et e ll i ng

6 £®S h a r i ng or ig i n a l sto r i eswi t h o u r cl a s s mat es

£¨ n £½ 11 £©d e l i g h t f ul es p e cia l l y w hen re ad a n da p pre ci at ed by ot h e r s

f un t o make s t o r i esc an be r etol d by h ea r ts o ur c e of l ear ni ng

£¨ n £½ 2 £©s hyn es si n a t t e n t i v e cl as s mate s

7 £®Writ i ng ab o ut a s tor yr e ad i n t he l i t er at ur ej our n al

£¨ n £½ 10 £©e nj oy writ i ngi mpr o v es u n d e rs t a n di ngc an dr a w pi ct ur es i n i t a n d re ad i t a t h o m em ak es one l ook b a ck at t he s t or y re ads o ur c e of l ear ni ngi n depe n den c e i n d e cidi n g w h a t t o wri t eabo utt he j o ur n al can be re ad i n s t e ad of t hebook

£¨ n £½ 3 £©tir i ngb o r i ngprev e n t s t he m f r o mre a di ng many boo ks

8 £®Book Tal ks £¨n £½ 10 £©e nj oy a bl e £¬f uns o ur c e of l ear ni ngaw ar en ess o f s t o r i es ot h e r s ha ve re ada m e a ns of s h a r i ng s t o r i es

£¨ n £½ 3 £©b o r i ngp a r t n e r l a u g hspr efe r en c e fo ri n divi du al i n depe n de ntre a di ng

9 £®Answ e r i ng or co m ple t i nggi ve n sto r i e s

£¨ n £½ 9 £©e nj oy writ i ngm ak es one t hi n k we l ld ev el o ps writ i ng £¬a n s we r i ng s kil l si mpr o v es v oc ab ul ar yd ev el o ps u n de rs t a n di ng of st or i es a n da bil i t y t o r et e l l s t o r i es

£¨ n £½ 4 £©b o r i ngtir i ngh ar d t o u n d e rs t a n d

10 £®R e a di ng a bo ok w i t hot h er s

£¨ n £½ 8 £©f un £¬e nj o ya bl e

d ev el o ps b e t te r u n d e rs t a n di ng of t he s t or y

£¨ n £½ 5 £©d i f f i c ul t y i n l ear ni ng

b ec a us e ofd i st ra c t i o ns£¨ pe e r sl a u g hi ng £¬n oi s e £©o t h e r s ar e a n u i s an c e

31


67


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13/16

17 £®b r i n gi ng p e r s on al t o s h ar e wi t h t he cl a ss18 £®e nj oyme nt i n s t or y£-w rit i ng £¬m aki ng il lu st r a t i o ns o f s t or y ch ara cte r s f r o m re ad £-a l oud st or i es a n d

t h e i r or ig i n al c re a t i o ns19 £®d e si r e t o b ec o m e f ut ur e a ut h or s20 £®a p pl i c a t i on of w ord s l ear ned i n t h e i r o wn writ i ng £¬a n d d ur i ng t he di s c us s i o ns21 £®hi gh r a t i n gs o f boo ks re ad

22 £®eag e r n ess t o ha v e a n ot h e r Re a di ng Cl a ss o f t he s a m e n at ur e23 £®c o mi ng t o cl a ss d es pi t e t he n a t i on w i de t r a ns p o r t st r i ke24 £®d i s c us s i ng s t or i es a n d a ct i v it i es t aken up i n cl ass t o f r i e n ds a n d f a mi l y m e m b e r s £»t alki ng abo ut

t he cl a ss w i t h pr i de a n d e nj oyme n t25 £®ot h e r c hi l dr en f r o m va r i o us gr ade l ev e l s visit i ng t he cl a ss r oo m o ut of cu r io si t y d ue t o t he

p a r t ic i pa nt s¬ð

p o sit i ve co m m ent s abo ut t he cl ass26 £®c hi l dr en r ol e pl a yi ng c e r t ai n st or y ev e n t s or ch ara cte r s £¬u s i ng st or y ch ara cte r s i n t h e i r ga m es

a n d pl ay act i vit i es27 £®c hi l dr en

¬ðs p osit i ve c o m m en t s abo ut t he Re a di ng Cl a ss

28 £®dr a wi ng c e r t ai n st or y ev e n t s or ch ara cte r s i n t he bl a c k bo ar d a f te r t he cl ass

29 £®e vi de n t s a d n ess of t he c hi l dr en at t he clos e of t he Re a di ng Cl ass30 £®rec a l l of sev e n t y£-thre e p er c e n t of t he tot al n u m b er of st o r i es re ad £-al oud i n a g u e s s i ng ga m e

d u r i ng t he clo s i ng act i vi t y of t he Re a di ng Cl a ss

Con c l u si on

I n c on clu s i on £¬t he w h ol e l ang uag e£-i ns pi r ed l i te r at ur e£-b as ed re a di ng pr o gr a m e n han c ed b o t hc hi l dr en

¬ðs c o m pr ehe n s i on a n d atti t ud es t ow ar d re a di ng £®Sev e r a l f a ct o r s wer e b e l i ev ed t o be cru cia l i n

pr o m ot i ng t h e i r c o m pr ehe n s i on d ev el o p m e nt £º£¨1 £©t h e i r p e r s on al i nv ol v em e n t i n t h e i r o w n l ear ni ng w hi chmade t he pu pi l s ac t i ve l ear n e r s £»£¨2£©t he us e of re a di ng a n d writ i ng i n a ut he n t i c co nt e xt s w hi ch made t he

c hil dr en se e re a di ng a n d w

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c e n te r ed cl ass r oo m c u l t ur e w hi ch made t he m re a l i z e t h e i r crit i c a l r ol e i n t h e i r o wn dev e l o p m e n t asl ear n e r s £»£¨ 4 £©t he m e a ni ng£-m aki ng vi e w of re a di ng w hi ch d ev el oped i n pu pi l s an aw ar en e ss of t h e i rs i g n if i c a nt co nt r i b ut i on i n t he re a di ng proc e ss £»£¨ 5 £©t he dem o n st r a t i o ns of va r i o us st r at e gi es i n re a di ngwhi ch h el ped t he m ac q ui r e st r at e gi es n e eded t o b ec o m e pro f ici e n t re ad e r s £»a n d f i n a l l y £¬£¨ 6 £©t he re g ul a rre a di ng a ct i v it i es w hi ch ga ve c hi l dr en o p p o r t u nit i es t o en gag e i n a ct u al i n te ra c t i o ns a n d t r a ns a ct i o ns w i t ht e xt s£®

Pu pi l s¬ð

a tti t ud es wer e c o n s i d er ed t o ha v e i mpr o v ed m ar ke dl y b ec a us e of t he f ol l o wi ng f a ct o r s £º£¨ 1 £©t he p osit i v e cl a ss r oo m cl i mat e w hi ch e n han c ed t h e i r l ear ni ng £»£¨ 2 £©t he di v e r s e re a di ng ac t i vit i es w hi chs t i mul at ed t hem £»£¨3 £©t he pr es en c e of t he thre e l i te rac y c e nte r s w hi ch s u p p o r t ed t h e i r l i te rac y l ear ni ng £»

£¨4£©t he d a i l y re a di ng£-al oud of s t o r i es w hi ch en c o urag ed t he m t o re ad we l l a n d m or e £»a n d £¨5 £©t he d a i l yre a di ng £¬s e l f£-s el e ct i on of boo ks t o re ad a n d t he q ua l i t y of l i te r at ur e us ed i n t he pr o gr a m £¬whi ch b ol s te r eda n d ki n dl ed t h e i r i n te r e s t i n re a di ng £®

Rec o m me nd a t i ons

T he i n ves t i ga t i on pr o vi ded di ve r s e rec o m m en d a t i o ns fo r t he i mpr o ve m e n t o f i nst ru c t i on £¬as se s s m en ta n d cu r r i c u l u m dev el o p m e nt £®It s r es ul t s a l s o offe r m a n y p os s ib il it i es fo r r es ea r ch t h a t ar e r el at ed t ol i te rac y£®

Cu r ri c ul u m an d In st r uc t i on

T he s t udy ci t ed a num b er o f wa ys i n w hi ch i mpr o v em e n t i n i n st ru ct i on co ul d be re a l i z ed £ºfi rs t £¬i tst r es s ed t h a t t ea ch e r s m us t be cl ea r abo ut t h e i r t he or e t i c al as s u m p t i o ns abo ut re a di ng as t hi s w il l g u i det he m i n org a niz i ng t h e i r re a di ng pr o gr a m £®T o b e m or e eff e c t i ve £¬b e l i e f s m us t be su p p o r t ed by cu r r e n tr es ea r ch f i n di n gs on re a di ng i nst ru c t i on £®Est a bl i s hi ng c on gru en c e a m ong t he or y £¬r es ea r ch a n d pra ct i c er eq ui r es t h a t t ea ch e r s make a c o m mi t m ent t o co n t i n ued l ear ni ng or pro fe s s i on a l d ev e l o p m e n t £®

T o make t he cu r r i c ul u m mor e r el ev a nt £¬i t i s a l s o i m po r t a nt t h a t t ea ch e r s pr o vi de o p p or t u nit i es fo r

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s a m pl es t o i mpr o ve as se s s m en t o f c hi l dr en¬ðs l i te rac y d ev el o p m e nt a n d ga i n a r i ch er d at a abo ut c hi l dr en

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l i te rac y gr o wt h £®T o se rv e a s a g u i de £¬t he I R A£¯ N C T E £¨ 1994 £©cre at ed st a n dard s fo r t he as se s s m ent ofre a di ng a n d writ i ng w hi ch r es ea r ch es i n t he are a of l i te rac y m a y f i n d use f ul £®Such cri te r i a can fu r t h e ri mpr o v e t he va l id i t y of f i n di n gs abo ut c hi l dr en

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V al en ci a £¬Hi eb e r t a n d Af f l er b a ch £¨ 1994 £©e x pl or ed va r i o us wa ys i n w hi ch a ut he nt i c as se s s m en twa s e m pl o yed i n di ffe r e n t s c h o ol s£®T h e i r r es ea r ch es c o ul d al s o se rv e as a use f ul r efe r en c e fo r t h os e w h o

ar e a t t e m p t i ng t o i mpr o v e t he way i n w hi ch pu pi l s¬ð

l i te rac y d ev el o p m e nt i s b ei ng ev al uat ed £®

I n as se s s i ng c hi l dr en¬ðs l i te rac y p er fo r m an c e £¬f e edb a ck i s n ec es s ar y s o pu pi l s c an di re c t t h e i r o wn

l ear ni ng £®O ne of t he l im i ta t i o ns of t h i s r es ea r ch i s i t s f a i l ur e t o pr o vi de re gul a r f e edb a ck t o t her es po n de n t s regar di ng t h e i r p er fo r m an c e i n cl a ss i £®e£®£¬w hat t h e y ar e good at £¬w ha t t h e i r we a k n es se s ar ea n d h o w t h e y c oul d i mpr o v e t he ms el ves£®F e edb a ck regar di ng c hi l dr en

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I n r es po ns e t o pu pi l s¬ð

we a k n es se s i n r el a t i on t o t h e i r writ i ng a ct i v it i es £¬e£®g£®gr a m ma r £¬v oc ab ul ar ya n d me cha ni cs of writ i ng w hi ch wer e e vi de n t i n t h e i r w or k s a m pl es £¬t he t ea ch e r c an pr o vi de w h ol e gr oupi nst ru c t i on t o ad dr e ss t he pu pi l s

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n e ed £¯ s £®T hi s can al re ady be p a r t of c u r r i c ul u m pl a n ni ng i n ad dit i on t od at a t h a t may be dr a w n f r om pu pi l s

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A n ot h er l im i ta t i on of t hi s r es ea r ch i s t he f a i l ur e t o m oni t o r clos el y ea ch pu pi l as he £¯ s he i s en gag edi n t he va r i o us a c t i vit i es d u r i ng t he i n depe n de nt p e r i od £®T h i s i s b e l i ev ed t o be i m po r t a n t t o d ete r mi ne i fpu pi l s wer e a bl e t o f ol l o w i n st ru c t i o ns r i g h t a n d i f n ot £¬be a bl e t o g ui de t hem accor di n gl y£®H en c e £¬m on i t o r i ng a n d f e edb a ck m us t be done t o ad dr ess l ear n e r s

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Refer en ce s

Chit t e n de n £¬E£®£¦ R£®Co u r t ne y£®1989 £® As se s s me nt of young chi l dr e n¬ðs re a di ng £º Doc u me nta t i on as anal t ern a t i ve t o te st i ng £®I n D£®S£®Stri c kl a nd £¦ L£®M£®M or r ow £¨e ds£®£©£®E mer gi ng Li t erac y £º You n g Chi l dr enLea r n t o Read an d Wr i t e£®New ar k £¬D E £ºIn t ern a t i o n al Rea di ng A s s oc i a t i on £®

Cl a y £¬M£®M£®1993 £®La ng uag e pol i c y and l i t e r ac y l ea r ni ng £®Readi ng Toda y £¬X £¬3£®Con gr ess i o nal Co m miss i on on Ed uca t i on £®1991 £®M a ki n g Educa t i on Wor k£®Q u ez on C i t y £ºP hil i p pi n es £ºCon gr e s s

o f t he P hil i p pi ne s£®Cull i na n £¬B£®E£®£¨e d£®£©1992 £®I n vi ta t i on t o Read £º Mor e Chi l dr en

¬ðs Li t er a t ur e i n t he Readi n g prog r a m£®New ar k £¬

D E £ºIn t e rn a t i on al Rea di ng A s s o ci a t i on £®Dep ar t me nt o f Ed uca t i on £¬Cul t u r e a nd S po rt s£®1976 £®An Abst ra ct of t he Rep or t on t he S ur vey of O ut co mes of

El e men t a r y Educa t i on£¨ S O U T EL E£©£®M a ni l a £¬P hil i p pi n es £ºa ut h o r£®

Dep ar t me nt of Ed uca t i on £¬Cul t u r e and S port s£®1988 £® Pr og r a m fo r Dec en t r a l i zed Dduca t i on a l Devel op men t£®£¨ pa m phle t £©

Dep ar t me nt of Ed uca t i on £¬Cu l t u r e a nd S po rt s£®1990 £®New El e men t a r y School Cur r i cul u m£¨ N E S C£©f i n a l r ep or t£®Pr ogr a m f or Dec e nt ra l i ze d Ed uca t i o n al Dev el op me nt £¬Cu r ri c ul u m Dev el op me n t D iv is i on £¬B ure a u ofEl e me nt ar y Ed uca t i on £¬D E CS £¬M a ni l a£®

De Q ui ro s £¬C£®1994 £®E ye o pen er £®Ph il i p pi ne Da i l y I nq uir er £¬I X £¬160 £¬5 £®Ge mak e £¬J£®1984 £®In t e r ac t i ve re a di ng £ºH o w t o mak e c hi l dr e n ac t i ve re ad e r s£®T he Re adi n g Teac her 37 £¯ 6 £º426 £-

466 £®Go nzale s £¬A£®£¦ B£®P£®Si baya n£®£¨ e ds£®£©1988 £®E va l u a t i ng Bil i ngu a l E duca t i on i n t he P h il i p pi nes £¨ 1974 £-1985 £©£®

M a ni l a £¬P hil i p pi ne s £ºLi ng uisti c S ocie t y of t h e Phil i p pi n es£®

Go od ma n £¬K£®1992 £®I di dn ¬ðt f ound wh ol e l a ng uag e£®T he Readi n g Teac her 46 £¯ 3 £º188 £-198 £®He r mosa £¬N£®N£®1991 £®Cu r r e nt pe rs pec t i v e s i n re a di ng e d uca t i on £®T he R AP Jour n al £¬XIV £¬14 £-17 £®Hi eb er t £¬E£®H£®£¦ J£®Col t £®1989 £®P at t er ns of l i t e ra t u r e£-bas e d in st ru c t i on £®The Readi ng Teac her 43 £¯ 1 £º14 £-19 £®Hitt l e ma n £¬D£®1988 £® Devel op men ta l R eadi ng £¬ K£-8 £º Teachi ng fr o m a W hol e L angu ag e Per spe ct iv e £¨ 3r d e d£®£©

Col u m b us £¬O H £ºM er r il l £®I R A £¦ Na t i o nal Cou n c i l of Tea ch e rs of En gl i s h£®1994 £®St an dard s fo r t he Asse ssmen t of R eadi n g an d Wr it i ng£®

U S A £ºa ut h or £®

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Lo cs i n £¬T£®L£®1992 £®T o ward s ma ki ng re adi ng a na t i o nal ha b i t £®T he R AP Jour n a l £¬X V £¬2£-7 £®M au ri ci o £¬T£®B£®1995 £®T he f i r s t R £®S t arw ee k £¬I X£¨13 £©£¬5£-6 £¬10 £®M cK e n na £¬M£®C£®£¦ D£®J£®Kea r £®1990 £® M ea s u r i ng atti t u des t o ward s re a di ng £ºA ne w t ool f or t ea ch e rs£® T he

Readi ng Teac her 43 £¯ 9 £º626 £-639 £®Ne menz o £¬F£®Jr £®1992 £®T o ward s a l ea r ni ng s ocie t y£®The R AP Jour n al £¬X V £¬7£-9£®O pl e £¬B£®F£®1993 £®T he batt l e f o r t o m or r ow £®Phil i ppi ne Pan or am a 22 £¯ 36 £º26 £®Pari s £¬S£®G£®et al £®1992 £®A f r ame wor k f or a ut he n ti c l i t e r ac y as se s s me nt £®The Readi ng Teac her 46 £¯ 2 £º88 £-89 £®Sa rr aci no £¬J£®et al £®1994 £®Effe c t i ve l i t e r ac y as se s s me nt £®I n B£®A£®He rm a nn £¨ e d£®£©£® T he Vol u nte er T ut or

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Read £º M or e Chi l dr en¬ðs Li t er a t u r e i n t he Readi ng Pr og r a m £¨ pp £®111 £-121 £©£®New ar k £¬D E £ºIn t ern a t i o nal

Rea di ng A s s oci at i on £®T un nel £¬M£®O£®£¦ J£®S£®Jaco bs£®1989 £®Us i ng ¡° re al b o o ks £º Res ea r c h f i n di n gs on l i t e ra t u r e£-bas e d re a di ng

in st ru c t i on £®T he R eadi ng Teac her 42 £¯ 7 £º470 £-476 £®Val en c i a £¬S£®W£®£¬H£®H£®Hi eb e r t £¦ P£®P£®Af fl er bac h £®£¨e ds£®£©1994 £®Aut hen ti c Readi ng Asse ssmen t £º Pra cti ce s an d

P oss ib ilit ie s£®New ar k £¬D E £ºIn t ern a t i on al Readi ng A s s o ci a t i on £®W a t s on £¬D£®J£®1994 £®W h ol e l a ng uag e £º W hy b ot her £¿T he Readi n g Teac her 47 £¯ 8 £º600 £-607 £®

£̈ £®£®£®co n t i n ue d f r o m p£®28 £©Has we £¬R£®1993 £®St uden t Sel f£-eva l ua t i on £ºFos t er i ng Refle ct iv e Lea rn i ng£®Sa n Fr an c i sco £ºJo s se y£-Bas s£®Kra s he n £¬S£®D£®1981 £®Sec on d Langu ag e Acquisit i on an d Sec on d Langu ag e Lea rn i n g£®O xf or d £ºP er ga m on£®O xf or d £¬R£®1990 £®Langu ag e Lea rn i ng St r at eg ie s £º W ha t Ever y Teac her S ho ul d K now£®Ne w Yor k £º Ne w bur y

H o u se£®Si l va £¬T£®1993 £®T o war d an un de r s t a n di ng of t he dist i n ct nat u r e of L2 writ i ng £ºT he ES L r es ea r c h a nd it s

i mpl i ca t i ons£®T E SO L Q u art er l y 27 £º657 £-677 £®W h i t e £¬R£®£¦ V£®Ar n dt £®1991 £®Pr oce ss Wr it i n g£®Ha r l o w £ºLong ma n£®Zam el £¬V£®1985 £®Res pon di ng t o s t u de nt writ i ng £®T E SO L Q u art er l y 19 £¯ 1 £º79 £-101 £®Îâ½õ£¬2000 £¬Ó¢ÓïÐ´×÷½ÌÑ§ÐÂÌ½£¬¡¶ÍâÓï½ÌÑ§ÓëÑÐ¾¿¡·µÚ 3 ÆÚ¡£

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