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Interactive Writing
Interactive writing has been described by Swartz (2001) as "a teaching method in which children and teacher negotiate what they are going to write and then share the pen to construct the message." Interactive writing is a cooperative event in which text is jointly composed and written. The teacher uses the interactive writing session to model reading and writing strategies as he or she engages children in creating text. Interactive writing was also included by Irene Fountas and Gay Su Pinnell as part of their balanced literacy framework. Similar to shared writing, interactive writing allows a teacher and students to literally "share the pen" to create a joint sentence or message. Typically used in the primary grades, interactive writing is a powerful instructional medium for teaching phonics, spelling principles, rimes, writing conventions, and other key early writing skills. Others have described interactive writing differently as a method used in literacy teaching, especially ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Irene Fountas
Irene C. Fountas (born 14 August 1948) is an American educational whole language theorist. She teaches at Lesley University Lesley University is a private university in Cambridge, Massachusetts. It is accredited by the New England Commission of Higher Education. As of 2018-19 Lesley University enrolled 6,593 students (2,707 undergraduate and 3,886 graduate). History ... as the Marie M. Clay Endowed Chair for Early Literacy and Reading Recovery. References {{DEFAULTSORT:Fountas, Irene Living people American educational theorists Lesley University faculty 1948 births ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Gay Su Pinnell
Gay Su Pinnell (born June 28, 1944) is an American educational theorist and a professor emerita at the School of Teaching and Learning at Ohio State University. She is best known for her work with Irene Fountas on literacy and guided reading a whole language teaching framework which layed the groundwork for the Fountas and Pinnell reading levels. Education Pinnell's parents were educators in Portales, New Mexico and Pinnell has an undergraduate degree from Eastern New Mexico University. In 1975, Pinnell earned her Ph.D. from Ohio State University where she worked on language in first grade students. In 2018, Lesley University awarded Pinnell an honorary doctorate to recognize her contributions to childhood literacy. Career Working with Irene Fountas, Pinnell developed a whole language system of guided reading for teachers which assigns letters (A through Z, commonly known as the Fountas and Pinnell reading levels) to students based on their reading ability and comprehension ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Dialogue Journal
A dialogue journal is an ongoing written interaction between two people to exchange experiences, ideas, knowledge or reflections.Peyton, J.K., & Staton, J. (1993). ''Dialogue journals in the multilingual classroom: Building language fluency and writing skills through written interaction.'' Norwood, NJ: Ablex. It is used most often in education as a means of sustained written interaction between students and teachersStaton, J. (1988). An introduction to dialogue journal communication. In J. Staton, R. Shuy, J. K. Peyton, & L. Reed (Eds.), ''Dialogue journal communication: Classroom, linguistic, social, and cognitive views'' (pp. 1–32). Norwood, NJ: Ablex. at all education levels. It can be used to promote second language learning (English and other languages) and learning in all areas. Dialogue journals are used in many schools as a form of communication between teachers and students to improve the life that they share in the classroom by exchanging ideas and shared topics of int ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Whole Language
Whole language is a philosophy of reading and a discredited educational method originally developed for teaching literacy in English to young children. The method became a major model for education in the United States, Canada, New Zealand, and Great Britain in the 1980s and 1990s, despite there being no scientific support for the method's effectiveness. It is based on the premise that learning to read English comes naturally to humans, especially young children, in the same way that learning to speak develops naturally. Whole-language approaches to reading instruction are typically contrasted with phonics-based methods of teaching reading and writing. Phonics-based methods emphasize instruction for decoding and spelling. Whole-language practitioners disagree with that view and instead focus on teaching meaning and making students read more. The scientific consensus is that whole-language-based methods of reading instruction (e.g., teaching children to use context cues to guess t ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
