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The instructional techniques produced both positives and negatives, while limiting teacher and student choice.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-impact-of-a-schools-literacy-program-on-a-primary-classroom-teacher-research-study/596498/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-impact-of-a-schools-literacy-program-on-a-primary-classroom-teacher-research-study/596498.png","ImageObject",300,407,{"name":42,"@type":43},"Alexandar","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-24","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What was the purpose of the study?","Question",{"text":62,"@type":63},"To examine how the teacher’s reading instruction was situated within the school’s literacy program.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Which analytical lens was used to analyze the instruction?",{"text":67,"@type":63},"The study used reading theory, specifically Whole Language and Direct Instruction, as the analytical framework.",{"name":69,"@type":60,"acceptedAnswer":70},"How did the literacy program influence classroom practice and student learning?",{"text":71,"@type":63},"Direct Instruction aspects of the program permeated the classroom, altering teaching practices and impacting student learning.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},596498,1792172365,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","The Impact Of A School’s Literacy Program On A Primary  \nClassroom  \nDavid Ambrose Roy Costello  \nUniversity of Prince Edward Island  \nAbstract  \nThe purpose of this study was to examine how my reading instruction had been situated within my school’s literacy program. As a way to investigate this study, I employed qualitative teacher research. I used reading theory (Whole Language and Direct Instruction) as the analytical lens for my analysis. The results illustrated how the Direct Instruction aspects of the literacy program permeated into my classroom, altered my teaching practices, and impacted student learning. While there were both positives and negatives to the instructional techniques, teacher and student choice was limited.  \nKeywords: Teacher research, reading theory, Whole Language, Direct Instruction, reading instruction, literacy program, guided reading, running records, reading levels  \nRésumé  \nLe but de cette étude était d'examiner comment mon enseignement de la lecture avait été inscrit dans le programme de littératie de mon école. Pour mener cette étude, j'ai utilisé une méthode de recherche qualitative. J'ai analysé la situation sous l'angle de la théorie de la lecture (Méthode globale et Instruction directe) . Les résultats ont montré comment les aspects de l'instruction directe du programme de littératie présents dans ma classe modifiaient mes pratiquespédagogiques, et avaient un impact sur l'apprentissage des élèves. Bien qu'il y avait à la fois desavantages et des inconvénients concernant les techniques d'enseignement, le choix desenseignants et des étudiants était limité .  \nMots-clés: Recherche avec les enseignants, théorie de la lecture, méthode globale, instruction directe, enseignement de la lecture, programme de littératie, lecture guidée, fiches d'observation individualisées, niveaux de lecture  \nCANADIAN JOURNAL OF EDUCATION 35, 1 (2012): 69-81 ©2011 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \nThe Impact Of A School’s Literacy Program On A Primary Classroom  \nI began my career as a Grade 1 teacher in Mainstream Elementary (pseudonym), and continued teaching there for six years. During this time I taught physical education, Grade 2, Grade 6, and then a combined Grade 1 / Grade 2 classroom. This combined Grade 1 / Grade 2 classroom was the first class at Mainstream Elementary to combine these two grade levels.  \nIn preparation for teaching a combined curriculum, I began looking through the resources allocated to the Grade 1 / Grade 2 classroom. Many of the resources now being used in schools across Prince Edward Island are the result of a provincial educational task force report generated in 2005. At that time (and presently as well), there was a lot of discussion about literacy instruction, especially related to reading in the primary grades. This discussion, taking place in all domains ofthe educational system, gained momentum and resulted in schools developing literacy programs to address student reading. Such was the case for Mainstream Elementary.  \nRationale  \nThis article summarizes the results of a research study that examined my own teaching practices within the literacy program at Mainstream Elementary. During this research study, my reading instructional practices were identified and analyzed in relation to the instructional guidelines established within the school’s selected reading program. Also included within this article is an overview of both the selected research methodology and the methods employed for data collection and analysis. The article concludes with a reflection of the research findings and their implications on my teaching.  \nThis research was both timely and significant as more and more reading programs were, and still are, being mandated into the language arts classrooms “in the hope that rigid adherence to a scripted, one-size-fits-all program will lead to better performance and higher achievement”(Keene & Zimmermann, 2","cbCaibckj2jgpF62","https://ap.wps.com/l/cbCaibckj2jgpF62","pdf",99740,13,"English","# Abstract\n# Rationale\n# Context of Study\n# Selected Methodology and Data Collection\n# Research Findings and Implications","[{\"question\":\"What was the purpose of the study?\",\"answer\":\"To examine how the teacher’s reading instruction was situated within the school’s literacy program.\"},{\"question\":\"Which analytical lens was used to analyze the instruction?\",\"answer\":\"The study used reading theory, specifically Whole Language and Direct Instruction, as the analytical framework.\"},{\"question\":\"How did the literacy program influence classroom practice and student learning?\",\"answer\":\"Direct Instruction aspects of the program permeated the classroom, altering teaching practices and impacting student learning.\"}]","The Impact Of A School’s Literacy Program On A Primary Classroom - teacher research study | PDF",1792083190,33]