Enhancing awareness of story structure through folk tales in a Chapter I reading program

One means of implementing the whole language concept into a Chapter I reading program is providing quality literature experiences that are relevant to the students. Traditional basal texts and remedial materials often present reading as fragments of whole units of language and focus on arbitrary skill development (Goodman, 1987). Such texts give only a partial view of what reading is about and do not promote enjoyment of reading. Children, especially those who tend to be global learners, have difficulty relating to this material (Carbo, 1987)