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• W42532347 abstract "It seems indisputable that increasing numbers of individual teachers and entire schools are moving today toward literature-based instruction (Maples, 1994), a phenomenon described a decade ago by one pundit as a passing fancy (Lieberman, 1986). Literature-based instruction is a holistic structure that brings realistic and relevant literacy events to youngsters. Basically, it refers to using wade books as youngsters' primary source of reading material in lieu of traditional basal readers. In authentic literature-based programs, youngsters read complete books, not abridged or excerpted versions. However, in some literature-based programs parts of basals for specific skins work continue to be used. This work, particularly in the areas of phonics and structural analysis, is both an accommodation to the perceived need by some for higher student test scores on skills-oriented standardized tests and a recognition by others of the need for students to develop some proficiency in these skills for purposes of enhancing their own independent reading (Benjamin, 1992). But to center instruction around authentic children's literature is the seminal and most distinguishing characteristic of variously named programs, such as literature-based, whole language, individualized reading, integrated thematic, and reading and writing across the curriculum. The Values of Literature-Based Instruction Literature-based instruction gets youngsters elbow-deep into the best of written language and has them actively involved in the learning process. Quality trade-book literature, as opposed to the contrived literature of basals, speaks directly to the emotional development of youngsters, as well as to their interests, needs, and concerns. Youngsters are more intrinsically motivated to read when the material is significant to them, the plots engrossing, the characters real, and the language full and challenging instead of controlled, stilted, and designed primarily for the development and practice of skills (Maples, 1994). 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. For example, through an examination of the character issues and waits found in literature, children can discover that they are not alone in dealing with their own real life situations. Interacting with good literature serves as a catalyst for youngsters to use higher-order thinking skills, to problem solve, and to arrive at generalizations to support or reject their hypotheses. These intellectual activities have been seen by cognitive psychologists as one hallmark of the best results of literature-based instruction (Benjamin, 1995). Further, being actively involved with literature influences and enhances youngsters' own writing abilities. Reading good models of writing and doing activities where the text is used as scaffolding for creating their own stories allow youngsters the opportunity to manipulate language. Research has shown that youngsters' writing reflects the language to which they are exposed and that, through literature-based instruction, they are exposed to and incorporate in their own writing a broader range of vocabulary and a wider variety of literary forms (Maples, 1994). Concomitantly, positive attitudes that youngsters develop toward books seem to be crucial for developing life-long readers; yet these positive attitudes can quickly be turned negative by over-attention to skill work, worksheets, and bland basals (Benjamin, 1995). Too, Benjamin has pointed out that the opportunity for youngsters to interact with significant numbers of trade books of a variety of genres not only whets their appetites for further reading but also refines their tastes in selecting good literature. Too, the development of positive attitudes towards books and reading goes beyond the realm of literacy. …" @default.
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• W42532347 date "1997-09-22" @default.
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• W42532347 title "Another Look at Literature-Based Instruction" @default.
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