Reading time in a second-grade classroom

Janet Rossomando Weinstein, Fordham University

Abstract

Second graders in one classroom were observed during Reading Time and their experiences were documented as a basis for generating hypotheses about the relationship between instructional practice and literacy theories. The methods used were observation, audio tapes (from which written transcripts were made), and collection of written materials. The focus of interactions between teacher and students during Reading Time was the basis of the categories for data analysis. The research concluded that teachers implement multiple, conflicting models of literacy which in turn cause students to be confused about their responsibilities during literacy activities. These models are based on the type of text that is being used (artificially structured versus literary). In addition, the relative frequency with which that teacher works with students and the type of text used for instruction is dependent on the students' ability grouping. From these findings it would seem that an entirely new type of second-grade classroom needs to be examined.

Subject Area

Curricula|Teaching|Educational evaluation|Preschool education

Recommended Citation

Rossomando Weinstein, Janet, "Reading time in a second-grade classroom" (1989). ETD Collection for Fordham University. AAI8918462.
https://fordham.bepress.com/dissertations/AAI8918462

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