This article reported a research upon the workshop style approach to reading and writing education. The article made a thorough literature review of the theoretical framework of the workshop approach, ranging from students needs, learning opportunities, learning environment, large group learning and small group learning, essential instructional strategies in an effective workshop approach, the strategy of conferring, the strategy of guided reading, of repeated reading, of Readers’ Theater, to the 6+1 Trait writing program, the three goals of the reading/writing workshop approach (to provide time for students to respond in writing to texts they have read, to improve the independent reading habits of students, to develop lifelong readers and writers).
The research was designed to examine the impact of a reading/writing workshop approach on the practical problem of increasing the reading achievement, writing skills, and the independent literacy habits of elementary-level students. The researchers want to build an understanding of the strengths and limitations of the workshop approach through the close, yearlong examination of 31 student participants.
The reading/writing approach was arranged for a block of 75 minutes in the morning after the math and science class and 45 minutes in the afternoon. The morning workshop consisted of guided reading, independent reading and writing. The afternoon workshop was devoted to the implementation of reading strategies in the content area of social studies. For three days each week, all students remained in the workshop setting and participated in the 75-minute morning workshop that was built around mini-lessons, guided reading groups, and novel study. Students also had opportunities on these same days to read self-selected independent novels, complete 6+1 Traits writing activities, and participate in conferences with the teacher and peers. This workshop model employed a variety of formats to provide whole group, small group, and individual instruction. The class came together on a regular basis for mini-lessons, specific direct instruction topics and informal sharing.
The three hypothesis guided this study are: 1. Would participation in a yearlong reading/writing workshop increase students’ scores on literacy inventory and benchmark assessment? 2. Would participation in a yearlong reading/writing workshop improve students’ writing skills? 3. Would participation in a yearlong reading/writing workshop strengthen independent literacy habits?
The results of the research proved the three hypotheses to be true, suggesting that the reading/writing workshop may offer a viable alternative to the traditional classroom setting. Though, as the authors pointed, the external validity is limited, the results may be generalizable to other intermediated classrooms. The approach has the advantages of independence, choice, time and students relationships with each other and the teachers, which offer opportunities for all levels of learners.
This article is interesting because the researchers explored an alternative approach which constructs literacy through deeply involve students into reading. By cooperation with peers and the teacher, students build up their literacy and a habit of lifelong reading.
Thanks for sharing this article and research. I found it interesting that all three of the hypothesis were proven true. I think that the third hypothesis being correct is very significant. I have always thought that collaboration and coooperation among students and teachers will help students' independent reading. Sometimes the school environment is just too competetive, which does not help maintain the practice of collaboration.
ReplyDeleteI feel that introducing new ways for writing to usually be beneficial. My students get very bored doing the same thing day after day. If we had more freedom of how to involve our students in writing and reading I think we would get more accomplished.
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