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|Title:||The benefits of a language arts literature-based curriculum on Hispanic students in the third-, fourth-, and fifth-grade|
|Author(s):||Marand, Delia Rios|
|Doctoral Committee Chair(s):||Trent, William T.|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Bilingual and Multicultural
Education, Curriculum and Instruction
|Abstract:||This research study explored and examined the implementation process, literacy improvements, students' attitudes and limitations undertaken for the Language Arts Literature-based curriculum that was implemented for the first time in 1993-1994 in a predominantly Hispanic district. For this study, the researcher used evaluative research methods that gathered both quantitative and qualitative data. Quantitative data was obtained from third, fourth, and fifth grade in three instructional programs (bilingual, regular and gifted/talented) that were implementing the new literacy curriculum. The researcher used the criterion referenced test (Texas Assessment of Academic Skills) results to analyze the academic improvements in reading and writing in three different administrations, specifically 1993, 1994, and 1995. Quantitative data was also obtained through the administration of the Norm-referenced Achievement Program in Texas (NAPT) to determine if the intervention would yield reading and language improvements from two different administrations, specifically, April, 1993 and 1994. The sample student population was 97% Hispanic instructed in three different instructional programs.
As a result of the new literacy intervention, the district has demonstrated improved TAAS scores in the percentage of students passing reading comprehension. In 1995, there were 76% of the total fourth graders who passed, whereas in 1994 there were only 66%. In 1993, there were only 40% of the total fourth graders who passed the reading section without the new literacy intervention. Also, at Gonzalez Elementary, students demonstrated significant gains among third, fourth and fifth graders passing the TAAS reading sections over the last two years.
Some of the benefits for the utilization of the curriculum intervention were as follows: (1) Students improved their reading and writing skills through the use of award-winning quality authentic literature in the curriculum. (2) Students' writing improved through the modeling of teachers and monitoring of the instructional activities by the facilitator. (3) Teachers' knowledge base improved in the literature-based instruction, whole language, writing styles, and cooperative learning through the district and campus staff development.
Most importantly, the curriculum was organized by themes which gave the teachers the flexibility to draw on students' interest and cultural background while integrating the literacy skills.
|Rights Information:||Copyright 1996 Marand, Delia Rios|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9625164|