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Peer reviewed Peer reviewed
ERIC Number: EJ497403
Record Type: CIJE
Publication Date: 1994
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0034-527X
A Comparison of Children's Development of Alphabetic Knowledge in a Skills-Based and a Whole Language Classroom.
McIntyre, Ellen; Freppon, Penny A.
Research in the Teaching of English, v28 n4 p391-417 Dec 1994
Finds that six low-income children in two different instructional settings (skills-based and whole language) learned alphabetic concepts and skills necessary for successful reading and writing. Notes that both instructional settings provided explicit phonics instruction (albeit contextualized differently) and time for self-selected reading and for writing. (SR)
Descriptors: Emergent Literacy, Instructional Effectiveness, Language Acquisition, Letters (Alphabet), Longitudinal Studies, Phonics, Primary Education, Reading Instruction, Reading Research, Whole Language Approach, Writing Research
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A