dc.contributor.author | Angeli, Charoula | en |
dc.creator | Angeli, Charoula | en |
dc.date.accessioned | 2017-07-27T10:41:52Z | |
dc.date.available | 02-Jan | |
dc.date.available | 2017-07-27T10:41:52Z | |
dc.date.issued | 1998 | |
dc.identifier.uri | https://gnosis.library.ucy.ac.cy/handle/7/37706 | |
dc.description.abstract | The purpose of the research reported in this paper was the development of a learner-centered instructional model for the teaching of reading and writing skills. Specifically, the 14 APA (American Psychological Association) learner-centered principles were used as the conceptual framework for the development of the model. There are seven iterative instructional events that comprise the instructional model: (1) establish rapport with the learner; (2) engage in informal conversation; (3) make the transition from informal conversation to structured dialogue; (4) promote awareness of correct spelling and proper sentence structure; (5) facilitate the construction of symbolic knowledge; (6) promote reflection; and (7) encourage the learner to assume higher agency in his or her learning. The model was developed using qualitative methods of research. Fifty elementary school children participated in the study; Bubble Dialogue, a HyperCard application, was used by the children to write stories over a period of 7 months. The paper contains two figures illustrating Bubble Dialogue in use and a diagram of the instructional model. This study promotes a learner-centered paradigm of instruction, one that is fundamentally different from traditional practices, as it places the learner in the center of the learning process and emphasizes meeting individual learning needs at different rates. (Author/DLS) | en |
dc.subject | Childrens writing | en |
dc.subject | Computer assisted instruction | en |
dc.subject | Educational principles | en |
dc.subject | Educational technology | en |
dc.subject | Elementary education | en |
dc.subject | Hypermedia | en |
dc.subject | Individualized instruction | en |
dc.subject | Instructional design | en |
dc.subject | Instructional development | en |
dc.subject | Learner controlled instruction | en |
dc.subject | Qualitative research | en |
dc.subject | Reading instruction | en |
dc.subject | Reading skills | en |
dc.subject | Teaching models | en |
dc.subject | Theory practice relationship | en |
dc.subject | Writing instruction | en |
dc.subject | Writing skills | en |
dc.subject | Bubble dialogue | en |
dc.subject | Conceptual frameworks | en |
dc.subject | American psychological association | en |
dc.title | An Instructional Model for Teaching Literacy: Implications for Instructional Theory | en |
dc.type | info:eu-repo/semantics/report | |
dc.author.faculty | Σχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and Education | |
dc.author.department | Τμήμα Επιστημών της Αγωγής / Department of Education | |
dc.type.uhtype | Report | en |
dc.description.notes | Accession Number: ED423820; Level of Availability: Available online; Publication Type: Reports - Research; Publication Type: Speeches/Meeting Papers; Entry Date: 1999 | en |
dc.source.other | EBSCO | en |
dc.contributor.orcid | Angeli, Charoula [0000-0002-0306-5470] | |
dc.gnosis.orcid | 0000-0002-0306-5470 | |