Descriptor
Author
| Dahl, Karin L. | 7 |
| Freppon, Penny A. | 4 |
| Scharer, Patricia L. | 3 |
| Grogan, Patricia R. | 2 |
| Lawson, Lora L. | 2 |
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| Journal Articles | 5 |
| Reports - Research | 4 |
| Guides - Classroom - Teacher | 3 |
| Opinion Papers | 2 |
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Peer reviewedFreppon, Penny A.; Dahl, Karin L. – Reading Research Quarterly, 1998
Presents some of the conceptions of balanced instruction. Provides information about the research and theory supporting each one. Describes some of the practical implications for classroom practice. (PA)
Descriptors: Classroom Techniques, Elementary Education, Instructional Effectiveness, Phonics
Peer reviewedDahl, Karin L.; Scharer, Patricia L.; Lawson, Lora L.; Grogan, Patricia R. – Reading Research Quarterly, 1999
Analyzes phonics teaching and learning in eight whole-language first-grade classrooms from October through May. Finds that foundation concepts (phonemic and phonological awareness, phonemic segmentation) and letter-sound relationships were taught and that teachers differentiated phonics instruction based on learned development and ongoing…
Descriptors: Academic Achievement, Beginning Reading, Decoding (Reading), Grade 1
Dahl, Karin L.; Scharer, Patricia L.; Lawson, Lora L.; Grogan, Patricia R. – 2001
Before children can make sense of phonics study, they first must learn that print conveys meaning. Children who do not have this foundation concept may do phonics workbook pages, but without understanding or processing the concepts. That is why--unlike books on traditional phonics teaching--this book emphasizes the making of sound instructional…
Descriptors: Beginning Reading, Individualized Instruction, Language Arts, Learning Activities
Peer reviewedFreppon, Penny A.; Dahl, Karin L. – Language Arts, 1991
Suggests new bases of information that need to be considered in deciding how to handle phonics effectively in beginning reading and writing instruction. Presents a description of phonics instruction in the classroom of a teacher of a whole language kindergarten. (MG)
Descriptors: Beginning Reading, Instructional Effectiveness, Kindergarten, Language Acquisition
Peer reviewedDahl, Karin L.; Scharer, Patricia L. – Reading Teacher, 2000
Investigates eight first-grade whole language classrooms in terms of what phonics skills and concepts were taught, where phonics instruction occurred, and how it was conducted. Shows gains in ability to decode and encode words for all students. Finds that teachers responded to individual needs of learners, and that skills were taught within the…
Descriptors: Classroom Research, Grade 1, Phonics, Primary Education
Peer reviewedDahl, Karin L.; Freppon, Penny A. – Reading Research Quarterly, 1995
Observes low socioeconomic-level learners during literacy instruction for two years. Finds similarities in learner concern about accuracy. Notes that cross-curricular differences centered on applications of phonics knowledge, responses to literature, coping strategies, and learner perceptions of themselves as readers and writers. Finds a…
Descriptors: Comparative Analysis, Longitudinal Studies, Phonics, Primary Education
Download full textDahl, Karin L.; Freppon, Penny A. – 1994
A cross-curricular comparison focused on learner interpretations of beginning reading and writing instruction in skills-based and whole language inner-city classrooms across kindergarten and first grade. Subjects, 48 low socioeconomic-status students in four classrooms in two midwestern cities, were observed during literacy instruction twice…
Descriptors: Beginning Reading, Beginning Writing, Comparative Analysis, Inner City
