Drop Everything and Write (DEAW): an innovative program to improve literacy skills |
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Authors: | R Malatesha Joshi P G Aaron Nancy Hill Emily Ocker Dean Regina Boulware-Gooden William H Rupley |
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Institution: | (1) MS 4232, Reading Education, College of Education, Texas A & M University, College Station, TX 77843-4232, USA;(2) Indiana State University, Terre Haute, IN, USA;(3) Southwestern Oklahoma State University, Stillwater, OK, USA;(4) McMurray University, Abilene, TX, USA;(5) St. Thomas University, Houston, TX, USA |
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Abstract: | It is believed that language is an innate ability and, therefore, spoken language is acquired naturally and informally. In
contrast, written language is thought to be an invention and, therefore, has to be learned through formal instruction. An
alternate view, however, is that spoken language and written language are two forms of manifestations of the same inner language
and that under certain circumstances, they both are acquired the same way. Nevertheless, in reality, the motor mechanisms
for speech mature earlier than the ones needed for reading and writing, and, therefore, spoken language gains precedence and
is acquired earlier than the written language. Based on this rationale, it is hypothesized that if the option to communicate
through oral language is restricted, and children are made to communicate only through written language, we can expect written
language skill to emerge with greater force. This hypothesis was put to test by conducting a pilot study in which children’s
option to communicate with each other in the classroom was limited to written language for brief periods. One group of fourth
graders were allowed to communicate with each other for half an hour a day, 4 days a week, for a period of one semester only
through written language. No talking was allowed during this period. A comparison group of children were not restricted in
this way. We labeled this project “Drop Everything and Write” (DEAW). Both the groups were administered pre- and post-tests
of reading and spelling. After one semester of this program, children in the DEAW program achieved significantly higher scores
on tests of vocabulary, reading comprehension, and spelling than the comparison group. The DEAW group also improved greatly
in written language use. The results are interpreted to support the hypothesis. |
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Keywords: | Writing Reading and spelling Literacy improvement |
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