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dc.contributor.authorAngeli, Charoulaen
dc.creatorAngeli, Charoulaen
dc.date.accessioned2017-07-27T10:41:52Z
dc.date.available02-Jan
dc.date.available2017-07-27T10:41:52Z
dc.date.issued1998
dc.identifier.urihttps://gnosis.library.ucy.ac.cy/handle/7/37706
dc.description.abstractThe 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.subjectChildrens writingen
dc.subjectComputer assisted instructionen
dc.subjectEducational principlesen
dc.subjectEducational technologyen
dc.subjectElementary educationen
dc.subjectHypermediaen
dc.subjectIndividualized instructionen
dc.subjectInstructional designen
dc.subjectInstructional developmenten
dc.subjectLearner controlled instructionen
dc.subjectQualitative researchen
dc.subjectReading instructionen
dc.subjectReading skillsen
dc.subjectTeaching modelsen
dc.subjectTheory practice relationshipen
dc.subjectWriting instructionen
dc.subjectWriting skillsen
dc.subjectBubble dialogueen
dc.subjectConceptual frameworksen
dc.subjectAmerican psychological associationen
dc.titleAn Instructional Model for Teaching Literacy: Implications for Instructional Theoryen
dc.typeinfo:eu-repo/semantics/report
dc.author.facultyΣχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and Education
dc.author.departmentΤμήμα Επιστημών της Αγωγής / Department of Education
dc.type.uhtypeReporten
dc.description.notesAccession Number: ED423820; Level of Availability: Available online; Publication Type: Reports - Research; Publication Type: Speeches/Meeting Papers; Entry Date: 1999en
dc.source.otherEBSCO
dc.contributor.orcidAngeli, Charoula [0000-0002-0306-5470]


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