The Effects of the Daily Five, Developed by Gail Boushey & Joan Moser, on Classroom Literacy Instruction

Publication Year:
2011
Usage 9605
Downloads 9368
Abstract Views 237
Repository URL:
https://digitalcommons.brockport.edu/ehd_theses/151
Author(s):
LaShomb, Jason Matthew
Tags:
Thesis 2046; Brockport Thesis Collection; Education; Daily Five; literacy
thesis / dissertation description
Purpose of the StudyThe purpose of this study was to gain a better perspective on the Daily Five reading and writing approach in order to learn ways to implement a more efficient literacy block in my future classroom. I wanted to achieve an understanding for a structure of a whole-language approach that encourages students' independence and engagement while fostering their reading and writing development. Also through this study, I have developed my own personal skills in order to become a better educational researcher. Through my research, I answered the following question using the data collected: What are the effects of the Daily Five, developed by Gail Boushey & Joan Moser, on classroom literacy instruction?Study ApproachMy study approach consisted of a qualitative study that lasted for a six week time period of data collection. My data methods were composed of producing and administering authentic one-on-one interviews with five general education teachers currently using the Daily Five literacy approach in their instruction and classroom observations of the Daily Five. The demographics of the school district where I conducted interviews consisted of schools located in the Western New York area. The schools will were located in a suburban setting.RationaleI pursued this topic because I feel that for elementary-aged students, the process of learning to read and write is essential and those skills may be some of the most important they will acquire in school. The reading and writing process is a life-long journey that continues to grow and build upon previously learned skills (Boushey & Moser, 2006). I wanted to gain a better understanding for a researched-based method of teaching that is centered on promoting the gradual release theory (Pearson & Gallagher, 1983), fostering independence, active learning, and providing students substantial time to read and write, and be able to implement the method in my classroom. Interviewing teachers who currently use this practice, allowed me to gain first-hand knowledge of the program. Teachers were truthful and honest about their feelings regarding the program because the interview study allowed them to remain anonymous with their responses. Performing classroom observations and taking anecdotal notes allowed me the ability to gain a first-hand perspective on the approach and determine how well students responded to the practices of the Daily Five ideology.