Graduate Research Papers

Availability

Open Access Graduate Research Paper

Abstract

The importance of literature as the basis for the reading instructional program has long been advocated; yet through the years, reading instruction has been systemized into a hierarchy of skills lessons fragmenting the language process. This approach to reading instruction ignores the natural functions of language and thwarts the development of thinking-language abilities and lifelong interests in reading for pleasure and continued learning. Because reading is an essential tool for functioning in a democratic, literate society, both educators and the public have been anxious to promote the development of reading abilities in the elementary school. To achieve the goal of educating large numbers of children throughout the many sectors of American society, the majority of school districts have adopted basal reader series that include a scope and sequence of curriculum prepared commercially apart from the school setting. Because of their comprehensiveness, basal reading systems, if followed closely, leave very little room for other kinds of reading activity in the school program. This systematic approach to reading instruction is contrary to the conclusions of current research that indicates that children learn to read and write through involvement in the language processes and that programs should be whole, functional and meaningful to the learners.

Year of Submission

1989

Degree Name

Master of Arts in Education

Department

Department of Curriculum and Instruction

First Advisor

Jeanne McLain Harms

Date Original

1989

Object Description

1 PDF file (16 leaves)

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