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ERIC Number: ED336745
Record Type: RIE
Publication Date: 1990-Nov
Pages: 37
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Writing Development of Inner City Primary Students: Comparative Effects of a Whole Language and a Skills-Oriented Program.
Manning, Maryann; And Others
A study compared the writing development and ideas about writing of students in a whole language program with students in a skills-oriented program from the time they entered kindergarten to the end of the second grade. Subjects were 22 inner city students who completed second grade out of an original kindergarten cohort of 50 minority students who had been randomly divided into a whole language group and a skills-oriented group. Subjects were interviewed regarding their views about writing at the end of each year, had their spelling ability assessed at the end of first and second grade, and had their writing assessed in a variety of ways throughout the 3-year period. Results indicated that students in the whole language group: (1) were better writers; (2) viewed themselves as writers of real texts and had confidence in themselves as writers; and (3) outperformed the skills-oriented students on measures of spelling achievement. Findings suggest that whole language should be considered as an alternative to skills-oriented instruction in inner city schools. (Fourteen tables of data are included; 14 references are attached.) (RS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Writing Development
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (New Orleans, November 14-16, 1990).