Common Ground Books
Common Ground Open
The Arts in Society
Information, Medium & Society
Climate Change: Impacts and Responses
Diversity in Organizations, Communities & Nations
Global Studies
Spaces & Flows
Design Principles & Practices
New Directions in the Humanities
Interdisciplinary Social Sciences
Aging & Social Change
Tourism and Leisure Studies
The Learner
Organization Studies
Religion in Society
Food Studies
Communication and Media Studies
e-Learning and Innovative Pedagogies
Sport & Society
On Sustainability
Technology, Knowledge & Society
World Universities Forum
The Constructed Environment
Health, Wellness & Society
The Image
Science in Society
The Inclusive Museum
Teaching Literacy
Views: 192
- Title: Teaching Literacy: Methods, Special Issues, and Connection to Research as Reported by Canadian Elementary School Teachers
- Author(s): Lily Dyson
- Publisher: Common Ground Research Networks
- Collection: Common Ground Research Networks
- Series: The Learner
- Journal Title: The International Journal of Learning: Annual Review
- Keywords: Literacy Teaching, Focus Group, Instructional Methods
- Volume: 17
- Issue: 11
- Date: February 15, 2011
- ISSN: 1447-9494 (Print)
- ISSN: 1447-9540 (Online)
- DOI: https://doi.org/10.18848/1447-9494/CGP/v17i11/47360
- Citation: Dyson, Lily . 2011. "Teaching Literacy: Methods, Special Issues, and Connection to Research as Reported by Canadian Elementary School Teachers." The International Journal of Learning: Annual Review 17 (11): 293-304. doi:10.18848/1447-9494/CGP/v17i11/47360.
- Extent: 12 pages
All Rights Reserved
Copyright © 2011, Common Ground Research Networks, All Rights Reserved
Abstract
This study features a focus-group study of six Canadian elementary school teachers on teaching literacy with regard to their methods of teaching, special issues pertaining to the instruction, and the connection between literacy teaching and research. In the course of the focus group discussion, several major themes emerged. These included: (a) methods of teaching literacy, (b) special issues arising from teaching literacy, and (c) connection to research. Implications for practice and research are recommended.
