Low-Income Children's Literacy Interpretations in a Skills-Based and a Whole-Language Classroom.

Freppon, Penny A.

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Peer reviewed

ERIC Number: EJ527321

Record Type: Journal

Publication Date: 1995

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-4111

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Low-Income Children's Literacy Interpretations in a Skills-Based and a Whole-Language Classroom.

Freppon, Penny A.

Journal of Reading Behavior, v27 n4 p505-33 Dec 1995

Follows whole-language-instruction students into second-grade classrooms that either used a skills-based (transition group) or a whole-language approach (continuing group). Finds the transition group experienced a loss of literate behaviors; differences in writing favored the continuing group; and no between-group difference in reading growth. (RS)

Descriptors: Comparative Analysis, Conventional Instruction, Grade 2, Instructional Effectiveness, Longitudinal Studies, Low Income, Primary Education, Reading Achievement, Reading Research, Urban Education, Whole Language Approach, Writing Achievement

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A