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Theses/Dissertations

Balanced literacy

Elementary Education and Teaching

2016

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Balanced Literacy Activities In Ontario Jk - Grade 8 Comprehensive Literacy Classrooms: Examining Self-Reported Frequency Of Classroom Activities, Elizabeth Louise Pearsall Jan 2016

Balanced Literacy Activities In Ontario Jk - Grade 8 Comprehensive Literacy Classrooms: Examining Self-Reported Frequency Of Classroom Activities, Elizabeth Louise Pearsall

Wayne State University Dissertations

Balanced Literacy Activities in Ontario JK – Grade 8

Comprehensive Literacy Classrooms:

Examining Self-Reported Frequency of Classroom Activities

By

Elizabeth Louise Pearsall

August 2015

Advisor: Dr. G. Oglan

Major: Reading, Language & Literature

Degree: Doctor of Education

The purpose of this study was to discover the Frequency of Use rates for balanced/ comprehensive literacy activities as described in 46 survey statements across the four Ontario elementary school divisions (Early Years, JK/SK; Primary Division, Grades 1, 2, & 3; Junior Division, Grades 4, 5, & 6; and Intermediate Division, Grades 7 & 8). In addition another purpose of this study was to discover any similarities or differences of sources of balanced literacy instruction information when considering teachers’ ages. The research questions were:

Q #1: To what extent are activities of balanced literacy instruction used in elementary divisions (Early Years: Junior Kindergarten & Senior Kindergarten; Primary: Grades 1, 2, & 3; Junior Grades 4, 5, & 6; and Intermediate: Grades 7 & 8)?

Q #2: To what extent do teachers in different elementary classrooms (Primary: Grade 1, 2, & 3 and Junior: Grades 4, 5, & 6) employ common balanced literacy activities?

Q#3: To what extent are the self-reported information source of balanced literacy instruction by teachers across age categories similar or dissimilar?

An email was sent out to Elementary School principals of one SW Ontario School Board asking them to forward a link to an on-line survey to the teachers on their staff. Data collection included: (1) demographic information; (2) quantifying the amount of information gained from 47 possible sources of balanced literacy instruction (None, Minimal Amount, Some Information, Substantial Information, and Does Not Apply); (3) quantifying the frequency of use of the classroom activities listed in 46 statements (Never, Rarely, Monthly ...