THE USE OF INTERACTIVE STORYBOOK BASED ON WHOLE LANGUAGE APPROACH IN THE CLASSROOM: AN EFFECTIVE METHOD FOR SUPPORTING EARLY LITERACY LEARNING OF ETHNIC MINORITY CHILDREN.

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Title:	THE USE OF INTERACTIVE STORYBOOK BASED ON WHOLE LANGUAGE APPROACH IN THE CLASSROOM: AN EFFECTIVE METHOD FOR SUPPORTING EARLY LITERACY LEARNING OF ETHNIC MINORITY CHILDREN.
Authors:	Phadung, Muneeroh¹, Surachai Suksakulchai¹, Kaewprapan, Wacheerapan¹, Howland, Jane L.²
Source:	Review of Management Innovation & Creativity. Fall2013, Vol. 6 Issue 20, p12-19. 8p. 1 Chart.
Subjects:	Electronic books, Interactive books, Digital storytelling, Emergent literacy, Education of minorities
Abstract:	This study develops an instructional design based on reliable literature reviews of the whole language approach for supporting early literacy skills by using an interactive storybook when teaching ethnic minority children. The study examines how the whole language approach can be used for modeling the acquisition of early literacy skills. Based on this instructional design, researchers propose three steps to support early literacy skills of ethnic minority children. The three steps are as follows: 1) Pre-story telling activities; stimulating children's interest in the interactive storybook, 2) Story-telling activities; providing language learning in a holistic view and, 3) Post-storytelling activities; providing activities in which children show their story comprehension and literacy skills in various forms. Some ideas are suggested for educators to increase their understanding of important conceptual areas such as: early literacy learning, the whole language approach, the interactive storybook environment, and the involvement of children and teachers. Moreover, this study shows the inter-relationship between these conceptual areas and how they combine to provide a model of instructional design. [ABSTRACT FROM AUTHOR]
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Database:	Engineering Source

Description
Abstract:	This study develops an instructional design based on reliable literature reviews of the whole language approach for supporting early literacy skills by using an interactive storybook when teaching ethnic minority children. The study examines how the whole language approach can be used for modeling the acquisition of early literacy skills. Based on this instructional design, researchers propose three steps to support early literacy skills of ethnic minority children. The three steps are as follows: 1) Pre-story telling activities; stimulating children's interest in the interactive storybook, 2) Story-telling activities; providing language learning in a holistic view and, 3) Post-storytelling activities; providing activities in which children show their story comprehension and literacy skills in various forms. Some ideas are suggested for educators to increase their understanding of important conceptual areas such as: early literacy learning, the whole language approach, the interactive storybook environment, and the involvement of children and teachers. Moreover, this study shows the inter-relationship between these conceptual areas and how they combine to provide a model of instructional design. [ABSTRACT FROM AUTHOR]
ISSN:	19346727