Microsoft Word 4 Fluency and Accuracy doc



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L1 literacy development

The research on the most successful learning of reading and writing in L1

also shows that when learners do abundant reading and writing, talk about both,

enjoy both, exercise a good deal of control over both and are not overly

concerned about correctness, literacy development, like L1 acquisition, is

enjoyable, successful and almost effortless. And through an approach such as

whole language, learners acquire a good deal of functional language knowledge

that otherwise they would have to take great pains to learn: spelling, grammar,

vocabulary, appreciation of literature, good composing skills, and good reading

skills.


On the elementary school level, Holdaway, Graves, Harste and Smith,

among others, have shown how children acquire the skills of literacy when they

read and write extensively, talk about language and about what they read and

write, have abundant time for independent reading and writing, receive

constructive feedback on their writing, ask their own questions, formulate and

test their own hypotheses, are not afraid of making mistakes, are encouraged to

become serious authors and are immersed in literate activities across the

curriculum. They can control and direct many of these activities themselves.

Branscombe, Atwell, Bartholomae and Petrosky and many others on the

secondary and post-secondary levels report similar findings. It appears that

students who read extensively and talk about their reading, who become fluent

writers before having to focus on correctness (Mayher et al.) and who are

writing to learn (Goswami) become more successful academic readers, writers

and learners.




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