Whole language versus code-based skills and interactional patterns in Singapore’s early literacy program
Whole language versus code-based skills and interactional patterns in Singapore’s early literacy program
复制标题
新加坡早期识字计划中的整体语言与基于代码的技能和互动模式
DOI：
10.1080/0305764x.2013.863830
复制
发表时间：
2014
期刊：
影响因子：
--
通讯作者：
V. Vaish
中科院分区：
文献类型：
--
作者：
V. Vaish
本文分析了早期识字的整体语言和代码为基础的技能的方法和互动的具体模式，目前在这两种方法。十九个小时的视频数据进行编码，以分析整个语言与代码为基础的技能教学的性质，并记录在阅读程序中的每种方法所花费的时间分配。数据来自新加坡的一项横断面研究，其中学习支持计划（LSP）是一项针对低轨学生的阅读计划，在五所学校进行了研究。总体而言，数据集中73%的课堂时间显示了基于代码的技能指导。然而，在LSP中，指令的方法以线性方式改变。虽然在LSP的早期，过度强调基于代码的技能，缺乏互动模式的多样性，但在后来的几年里，整个语言和基于代码的技能以及更广泛的互动模式之间取得了平衡。
This paper analyzes whole language and code-based skills approaches in early literacy and the specific patterns of interaction present in both approaches. Nineteen hours of video data were coded to analyze the nature of whole language versus code-based skills instruction and document the allocation of time spent on each approach in a reading program. Data come from a cross-sectional study in Singapore where the Learning Support Program (LSP), a reading program for low-track students, was studied in five schools. Overall, 73% of class time in the dataset showed code-based skills instruction. However, the approach to instruction changed within the LSP in a linear fashion. Though in the early years of the LSP there was an over-emphasis on code-based skills and lack of variety in patterns of interaction, in later years there was a balance between whole language and code-based skills and a wider variety of interactional patterns.