ERIC Number: ED264583
Record Type: RIE
Publication Date: 1984-Oct
How a Holistic Language Arts Curriculum Influenced the Reading and Writing Proficiency of Kindergarten and Primary Grade Children.
A study investigated the feasibility of presenting to primary-grade children a holistic, functional language arts program instead of a subskill one. Over 1,000 children from 16 inner city elementary schools were divided into three groups: (1) Group A, taught by teachers trained in holistic and language oriented approaches to reading and writing, who helped write the curriculum manuals; (2) Group B, taught by teachers who implemented the manuals; (3) and Group C, a control group. The children were tested three times a year on their ability to write a composition and read passages at increasing readability levels. In writing, results indicated that Group A kindergarten and first grade students performed significantly better than the other groups, but not at the second and third grade levels. In reading, Group A students achieved more in the ability to comprehend silent reading material at increasing levels of difficulty than Group B or Group C at the first and second grade levels and did as well as the other students at the third grade level. The findings indicate that a holistic curriculum appears to be most effective for kindergarten and first and second graders and that a rapid gain in the ability to write a meaningful composition occurred in the Group A kindergarten and first grade children. (EL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Eastern Regional Conference of the International Reading Association (5th, Baltimore, MD, December 13-15, 1984).