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ERIC Number: ED340004
Record Type: Non-Journal
Publication Date: 1991-Jun
Pages: 241
Abstractor: N/A
Reference Count: N/A
Literacy Development in Two Contrasting Classrooms: Building Models of Practice toward a Theory of Practice.
Stice, Carol F.; And Others
A 1-year naturalistic study examined the differences and similarities in the literacy experiences of second grade at-risk children in 2 different types of classrooms: 1 traditional and 1 whole language classroom. The purpose was to develop models of the 2 contrasted classrooms. The study sought to shed light on the probable causes accounting for the differential literacy development taking place through comparing and contrasting the activities of the 44 inner-city children and 2 teachers participating in the study. Results indicated that the whole-language philosophy created a classroom where children were encouraged to think, make choices, problem solve, and collaborate on learning in ways that are very different from a traditional classroom. Results further indicated that the whole language teacher spent more time actually teaching during the reading/language arts block than did the traditional teacher. Results also showed that children's "off-task" behavior usually had a literate basis in the traditional classroom. (Fifteen figures are included; 160 references and 3 appendixes containing samples of children's writing are attached.) (PRA)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Tennessee State Univ., Nashville. Center of Excellence: Basic Skills.