Digital Archives Initiative
Memorial University - Electronic Theses and Dissertations 2
menu off  add document to favorites : add page to favorites : reference url back to results : previous : next
 
 Search this object:
  
 0 hit(s) :: previous hit : next hit
  View:    
  previous page : next page
Document Description
TitleRead aloud and its impact on young children's writing
AuthorHouse-Walters, Heather, 1946-
DescriptionThesis (M.Ed.)--Memorial University of Newfoundland, 1996. Education
Date1996
Paginationx, 127, [64] leaves : ill.
SubjectOral reading; Written communication--Study and teaching (Primary)
DegreeM.Ed.
Degree GrantorMemorial University of Newfoundland. Faculty of Education
DisciplineEducation
LanguageEng
NotesBibliography: leaves 120-127.
AbstractThis study was designed to determine whether there is any relationship between the frequency of read aloud, the genres selected for read aloud and their frequencies, and the forms of writing children are asked to produce in selected grade 1 classrooms. The study was conducted over a twelve-week period in eight grade 1 classrooms in six schools. The selection of the eight grade 1 teachers was based on teachers' willingness to participate since participation required a considerable degree of committment on their part for the duration of the study. The teachers were asked to keep a daily log of the selections that they had read to their children. They were also asked to collect dated writing samples from three children in their class whose performance was representative of the range of abilities within the class. -- The study suggested that teachers in the primary grades are reading to their children on a fairly regular basis although some teachers are reading a lot more than others and individual teaching philosophies seemed to dictate the quality and variety of children's literature read. The study revealed that the genre most frequently selected for read aloud was narrative. While it is often thought that teachers have children writing a lot of narrative, the results of this study suggested that children's writing activities frequently required them to complete expository writing in which they were able to tell about information or experiences. Young children may find it easier to apply their developing knowledge of the conventions of print to expository writing whereas narrative writing demands that children learn an additional body of knowledge which pertains to the elements of narrative or story structure.
TypeText
Resource TypeElectronic thesis or dissertation
FormatImage/jpeg; Application/pdf
SourcePaper copy kept in the Centre for Newfoundland Studies, Memorial University Libraries
RightsThe author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission.
CollectionElectronic Theses and Dissertations
Scanning StatusCompleted
PDF File(19.78 MB) -- http://collections.mun.ca/PDFs/theses/House-Walters_Heather.pdf
CONTENTdm file name222795.cpd