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Direct linkWitte, Priscilla G. – Reading Teacher, 2016
This formative and design study examined how the Complex Text Analysis (CTA) instructional approach provided support for first-grade students to increase their comprehension of texts of increasing complexity. The students in the diverse class participated in weekly lessons during which fictional texts were read aloud and analyzed in terms of key…
Descriptors: Reading Aloud to Others, Grade 1, Reading Comprehension, Teaching Methods
Peer reviewedBajtelsmit, Lyn; Naab, Helen – Reading Teacher, 1994
Describes a shared writing program which emphasizes the connection between reading and writing in a natural setting, in which first graders and fifth graders get together to write books. (SR)
Descriptors: Elementary Education, Grade 1, Grade 5, Program Descriptions
Peer reviewedWollman-Bonilla, Julie E.; Werchadlo, Barbara – Reading Teacher, 1999
Finds that with teacher scaffolding (modeling, explicit instruction, feedback, and the creation of contexts for sharing), first graders can write thoughtful, personal, and extended responses to books in their literature-response journals. Discusses teacher and peer scaffolding, and literacy development. Describes in detail the children's…
Descriptors: Classroom Research, Grade 1, Journal Writing, Language Arts
Peer reviewedFriedman, Sheila – Reading Teacher, 1985
Reviews a project in which first-grade children learned to write and became confident, fluent, and enthusiastic writers. Contains examples of their writing. (FL)
Descriptors: Grade 1, Parent Role, Primary Education, Student Improvement
