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Making Sense of Reading and Writing in Urban Classrooms: Understanding At-Risk Children's Knowledge Construction in Different Curricula. Final Report.

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Freppon, Penny A. – 1993

This study described ways in which two groups of urban, low-socioeconomic children remained the same and differed after a transition year in skills-based curriculum and a continuing year in whole language curriculum. Both groups had experienced whole language instruction in the first two years in kindergarten and first grade. This investigation…

Descriptors: Academic Achievement, Children, Classroom Techniques, Comparative Analysis