Lee Gunderson

A Comparison of Vocabulary Generated by Grade 1 Students in Whole Language Classrooms and Basal Reader Vocabulary.

Abstract The writing of 52 Grade 1 children in two whole language classrooms was collected for the entire school year. The childrens writing was transcribed into computer files and the vocabulary was organized into a rank order list. This list was compared to the vocabulary contained in the basal reader program used in the school district. The comparison of vocabulary generated by the students with that of the basal readers indicated that high frequency vocabulary was nearly identical. Low frequency words used by the students were judged to be more current than those of the basal readers. Misspellings demonstrated an overgeneralization of phonic principles. It is concluded that whole language instruction does not limit childrens exposure to systematic repetition of important vocabulary.

Theorizing Multiculturalism: Modeling the Dynamics of Inclusion and Exclusion in School-Based Multicultural Settings

A theoretical review of multiculturalism is incredibly complex. I am aware, for instance, of the complexities and arguments associated with multiculturalism (called multiracialism in Singapore) in many Asian countries. Considering the multiple discourses involved in all of the countries in Asia and the vastness of the topic, I will focus on multiculturalism as it relates to teaching and learning in classrooms that, I am aware, are filled with students with varying cultural backgrounds. This chapter will include some views of individuals I have described in previous reports (Gunderson, 2000, 2007). My purpose is to develop a multicultural model that can be argued, contested, discussed, and possibly observed and tested in classrooms and schools in Asia.

A Review of “Social justice through multilingual education”

References Department for Education and Skills. 2005. The KS2 framework for languages. London: DfES. http://www.standards.dfes.gov.uk/primary/publications/languages/framework/. Joyce, B., M. Weil, and E. Calhoun. 2009. Models of teaching, 8th ed. Boston, MA: Pearson. Snow, C. 1993. Bilingualism and second language acquisition. In Psycholinguistics, ed. J.B. Gleason and N.B. Ratner, 391–416. New York: Harcourt Brace Jovanovich.

EDITORIAL COMMENT: GUEST COMMENTARY READING RESEARCH THAT NEEDS TO BE DONE: A MODEL FOR PRACTICING EDUCATORS

In this rather unorthodox commentary Dr. Gunderson takes a “tongue‐in‐cheek” look at the methods used to place students in reading groups. His “study” is meant to provide us with a humorous look at some of our approaches to research in reading. Normally, this kind of a disclaimer is not necessary but in the past we have published other laughable items (See, “A Physiognolinguistic Approach to Reading Assessment: An Alternate Form of Miscue Analysis,” by Dallas Cheek, READING PSYCHOLOGY, Vol. 4, No. 4, 1983, Pgs. 365‐368, and “Interaction Process Analysis of Sustained Silent Reading,” by John Mateja.RP Vol. 1, No. 2, 1980, Pgs. 121‐126.) and I have received several letters from our readers, not to mention the uncomplimentary “critical” reviews from our editorial advisors, making it quite clear that they have either missed the point or find nothing funny in these articles. Hope you can enjoy them as I and some of our staff have