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| Main Authors: | , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1989
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED315754 |
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Table of Contents:
- Teaching Literature in Elementary School: A Report of a Project on the Elementary School Antecedents of Secondary School Literature Instruction. Report Series 1.3. Walmsley, Sean A. Walp, Trudy P. Childrens Literature Classroom Research Elementary Education Reading Aloud to Others Teacher Attitudes Teacher Response Teaching Methods A study investigated how elementary teachers use literature in their classrooms, focusing on what instructional philosophies drive elementary literature programs; elementary teachers' knowledge of children's literature; and which books are being read to children and which books they are reading on their own, so that their "literary" knowledge can be ascertained. Seventy-four subjects--46 classroom teachers; 15 reading, special education and gifted and talented specialists; 5 librarians; and 8 administrators from 6 schools in Albany, New York, two each from urban, suburban, and rural settings--were interviewed. Lists of books, school or districtwide policy, individual teachers' weekly schedules for language arts activities, and student writing samples were also analyzed. Results indicated that: (1) the subjects expressed a strong belief in the importance of literature in the elementary curriculum; (2) reading aloud to students was the most widely used activity for involving elementary students in literature, followed by independent reading by students and by guided reading; (3) almost all students of the teachers interviewed spent half an hour a week in the school library; and (4) poorer readers were treated the same as better readers in terms of read-aloud and independent reading activities. (Three tables of data are included; 26 references and 3 lists of interview questions are attached.) (RS)