Date of Award

5-2003

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

Abstract

This study was designed to understand the components of balanced literacy and to see how these components were utilized within several primary school classrooms.

The study involved nine primary school teachers from a suburban, western New York school district. Four were kindergarten teachers and five were first grade teachers. The school district as well as the teachers, promoted balanced literacy.

The design of this study helped bring an understanding to the different components of balanced literacy. As teachers were observed and interviewed, the framework of balanced literacy was exposed. A questionnaire also allowed each teacher to share how often she used each component of balanced literacy within her classroom. Furthermore, following these steps helped to establish workable elements of balanced literacy. Each participant modeled balanced literacy instruction, which-created the opportunity for the researcher to gain a greater understanding of balanced literacy and allowed for the opportunity of implementation within his classroom structure.

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