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ERIC Number: EJ527321
Record Type: Journal
Publication Date: 1995
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0022-4111
Low-Income Children's Literacy Interpretations in a Skills-Based and a Whole-Language Classroom.
Freppon, Penny A.
Journal of Reading Behavior, v27 n4 p505-33 Dec 1995
Follows whole-language-instruction students into second-grade classrooms that either used a skills-based (transition group) or a whole-language approach (continuing group). Finds the transition group experienced a loss of literate behaviors; differences in writing favored the continuing group; and no between-group difference in reading growth. (RS)
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A