ERIC Number: EJ527321
Record Type: Journal
Publication Date: 1995
Reference Count: N/A
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
Authoring Institution: N/A