* Literature-based instruction is the type of instruction in which authors' original narrative and expository works are used as the core for experiences to support children in developing literacy. (Houghton Mifflin's Eduplace) * Literature-based instruction is much more than giving students quality literature; it is doing the authentic things with the literature that all writers and readers would naturally do, and giving students support with these activities as they need it. (Houghton Mifflin's Eduplace) * Books and literature are taking on more emphasis in today's classroom's as teachers move toward more child-centered, holistic classroom. This holistic approach is also referred to as Literature-based instruction methods. (Hintz and Shapiro,1994) * In literature-based instruction, students are exposed to a wide variety of literacy forms that contain extensive uncontrolled but age-appropriate vocabulary. The idea behind literature-based instruction is that children learn to read by reading. (Hintz and Shapiro, 1994) * There has been much debate between educators who advocate reading instruction through phonics and those who advocate reading instruction through literature-based programs. (Hoover and Fabion, 2000) * There is little research available as to the effectiveness of literature-based instruction. (Hintz and Shapiro, 1994; Gambrell, Morrow, and Pennington, 2002) * Reading fluency can be improved through literature-based instructional methods due to the fact that the learners are practing reading. Fluent readers are able to comprehend what they read. This is one benefit of a literature-based reading approach. (Reutzel and Cooter, 2000) * Some studies have found that students in a literature-based program were more strategic readers than those in a skills-based program. (Gambrell, Morrow, and Pennington, 2002) * Overall, although few studies compare literature-based instruction with skills-based instruction or other instructional models, investigations of the use of literature in reading programs have demonstrated positive effects on students' literacy development. (Gambrell, Morrow, and Pennington, 2002) * Literature-Based Instruction and Early Literacy Development Studies indicate that there is a strong relationship between the use of literature in the classroom and the development of oral and written language. (Gambrell, Morrow, and Pennington, 2002) * To support young children in developing literacy, high-quality literature, including narrative and expository wrks, are the core materials used during literature-based instruction. (Gambrell, Morrow, and Pennington, 2002) * Through literature, youngsters have the opportunity to develop insights and understandings of the cultures and people of the world; to develop their imagery and visualization abilities; and to gain new perspectives by testing their ideas with those found in books. (Palardy, 1997) * Charateristics of a Literature-based reading program: ---Literature is used as an important vehicle for language arts instruction. ---High-quality narrative and informational literature provides the basis for a consistent read-aloud program in which children are read to daily. ---Literature is the sole or primary basis for initial reading instruction, or it is a significant supplement to a basal program. ---Opportunities are provided for students to listen to and read books of their own choosing. ---Students are provided with sustained time for both independent and collaborative book sharing, reading, and writing activities. ---Discussions of literature among students and teachers are commonplace. (Gambrell, Morrow, and Pennington, 2002) * Classrooms should be designed to facilitate many types of activities and student-centered interactions. These arrangments should also provide a conducive atmosphere where second language learners are able to participate and acquire appropriate reading instruction. (Gambrell, Morrow, and Pennington, 2002) * Limited English proficient (LEP) students require ample opportunities to hear and use English in various purposeful, authentic contexts that encourage and facilitate communication, social interaction, and risk-taking in a low-anxiety environment. Read-alouds by the teacher or peers, book talks, story retellings, literature circles, book buddies, author studies, and other reading response projects allow second language students opportunities to listen, speak, and write in the target language in a meaningful setting, as well as proivding opportunities for social interaction with native English speakers, which are necessary to promote language acquisition. (Gambrell, Morrow, and Pennington, 2002). * If literature-based programs are to be implemented, there are some clear implications for practice. Professional development opportunities are necessary for developing the knowledge of literature required for effective practice. Teachers' knowledge of quality children's literature is basic to the success of a literature-based program. Also, early childhood classrooms should be equipped with libraries that have an abundance of print-rich materials of all genres and types. (Gambrell, Morrow, and Pennington, 2002) * There are four critical needs that teachers must meet to implement successfully literature-based instruction. --- Teachers must become familiar with the diverse and ever expanding world of children's literature which can be a difficult and time-consuming task. --- Literature-based instruction requires teachers to have good planning and organizational skills. --- An adequate supply of materials is essential. --- The need for accountability has to be addressed up front through close communication with parents, administrators, other teachers, and the youngsters themselves. (Palardy, 1997) * Being actively involved with literature influences and enhances youngsters' own writing abilities. (Pa;ardy, 1997) * Providing opportunities for students to interact with significant numbers of trade books of a variety of genres encourages further reading as well as refines their tastes in selecting good literature. (Palardy, 1997) * Literature-based instruction seems to help students understand that learning and thinking require attention and time to reflect. They learn that reading is a relevant activity and that learning and language are important interdependent interactions. (Palardy, 1997) * Literature-based instruction will not be one of education's well-known "passing fancies." There are far too many teachers seeing its benefits with positive results. Perhaps literature-based instruction will accomplish two of America's goals: total literacy and zero aliteracy. (Palardy, 1997) |
| Synthesis of Research Findings |