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The purpose of this paper is to describe how Trevor, a student who failed first grade because he didn't attain minimal reading skills according to school standards, learned to read during his second year in first grade. We believe that this description of Trevor's program will contribute to the understanding of how oral and written language impact on literacy attainment. We describe (a) Trevor's school history and problems that were noted in his folder prior to his second year in first grade, and (b) Trevor's success in learning to read and write in a program that encouraged his use of language and comprehension strategies. Samples of his writing illustrate how Trevor's increased participation in the writing process enhanced his ability to build connections between meaning and print.

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