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A Comparison of Innercity Children's Interpretations of Reading and Writing Instruction in the Early Grades in Skills-Based and Whole Language Classrooms.
Peer reviewed Peer reviewed
Dahl, Karin L.; Freppon, Penny A. – Reading Research Quarterly, 1995
Observes low socioeconomic-level learners during literacy instruction for two years. Finds similarities in learner concern about accuracy. Notes that cross-curricular differences centered on applications of phonics knowledge, responses to literature, coping strategies, and learner perceptions of themselves as readers and writers. Finds a…
Descriptors: Comparative Analysis, Longitudinal Studies, Phonics, Primary Education
Low-Income Children's Literacy Interpretations in a Skills-Based and a Whole-Language Classroom.
Peer reviewed Peer reviewed
Freppon, Penny A. – Journal of Reading Behavior, 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
A First-Grade Whole-Language Teacher in a Traditional Urban School: Managing Evaluation and Supporting Children's Learning.
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Freppon, Penny A. – 1992
A study investigated how a teacher managed her whole-language instructional approach within the constraints of the district skills-based evaluation program. Data gathering and analysis took place over a 5-month period in a first-grade urban midwestern classroom. Data included field notes, interviews, artifacts, and classroom observations. The…
Descriptors: Alternative Assessment, Classroom Research, Elementary School Teachers, Evaluation Methods
When Authors Go To Sleep They Wake up in the Morning and They Write about It: A Report on Young Children's Writing in Whole Language Instruction.
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Freppon, Penny A. – 1997
A 1-year investigation of writing took place in an urban second grade and focused on three low-income African American children with different reading abilities in their third year of whole language instruction. Data collection included written artifacts, structured interviews at the beginning and end of the school year, and field notes. Artifacts…
Descriptors: Black Students, Case Studies, Childrens Writing, Classroom Research
A Comparison of Inner-City Children's Interpretations of Reading and Writing Instruction in the Early Grades in Skills-Based and Whole Language Classrooms.
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Dahl, Karin L.; Freppon, Penny A. – 1994
A cross-curricular comparison focused on learner interpretations of beginning reading and writing instruction in skills-based and whole language inner-city classrooms across kindergarten and first grade. Subjects, 48 low socioeconomic-status students in four classrooms in two midwestern cities, were observed during literacy instruction twice…
Descriptors: Beginning Reading, Beginning Writing, Comparative Analysis, Inner City
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