ERIC Number: ED412503
Record Type: Non-Journal
Publication Date: 1997-Mar
Reference Count: N/A
From Emergent to Conventional Reading: Similarities and Differences in Children's Learning in Skills-Based and Whole Language Classrooms.
Freppon, Penny A.; McIntyre, Ellen
The purpose of this study was to compare children's acquisition and use of reading strategies and their evolving stance toward reading in two instructional settings, skills-based and whole language. The authors used test-score and descriptive data to select case study children who represented a range of reading development, e.g., from emergent (least proficient) to conventional (most proficient). The authors observed and tape-recorded the subjects' in-class reading samples twice weekly during the second half of first grade, an active period of development in beginning reading. The children were also given a controlled, common reading task outside the classroom for comparison purposes. Children's reading strategies and stance toward literacy were coded and studied for the commonly known strategies such as self-correction and substitutions that are meaningful and have letter/sound correspondence, and other motivation-related responses such as effort, persistence, and willingness to take on difficult reading tasks. The children in the constructivists-based whole language classroom used more reading strategies and exhibited patterns of a positive stance demonstrated through perseverance and courage in the face of challenging reading, as well as persistence and effortful application of strategies such as self-correcting, etc. These results provide insight into some characteristics of young children's development in learning to read that are not often researched. (Contains 60 references.) (Author/CRW)
Descriptors: Case Studies, Comparative Analysis, Conventional Instruction, Instructional Effectiveness, Longitudinal Studies, Primary Education, Public Schools, Reading Attitudes, Reading Habits, Reading Instruction, Reading Motivation, Reading Research, Reading Strategies, Urban Schools, Whole Language Approach
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Department of Education, Washington, DC.
Authoring Institution: N/A