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ERIC Number: ED341981
Record Type: RIE
Publication Date: 1991-Nov
Pages: 22
Abstractor: N/A
Reference Count: 0
Writing Abilities of First Graders: Whole Language and Skills-Based Classrooms.
Roberts, Robbie B.
A study compared the writing abilities of children in a whole language classroom with those of children involved in a skills-based classroom. Subjects, 37 African-American students in two heterogeneous first-grade classrooms in a low socio-economic area school in the inner-city of a large Alabama city, completed a reading/writing assessment (a sample of the Stanford Achievement Writing Test for second-grade students) after 7 months of instruction. One group of subjects consisted of 19 students who had been instructed using a whole language curriculum; the other group consisted of 18 participants who had been instructed using a traditional curriculum emphasizing skill mastery. Writing samples were analyzed according to content and the ability to express thought. Total words and t-units (number of thoughts) were also compared between the groups. Results indicated that, on all tools of assessment, the whole language group scored significantly higher than the skill-oriented group. (Five tables of data are included; 18 references are attached.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: African Americans; Alabama
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Lexington, KY, November 13-15, 1991).