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The Conflict between Instruction That Characterizes Chapter 1 Programs and Instruction That Results from the Whole Language Philosophy.
Sabin, Barbara J. – 1989
This paper explores the conflict between instruction that characterizes Chapter 1 programs (which appear to advocate segmentation, isolated skills instruction, and other curricular incongruencies with the core reading classroom) and instruction that results from whole language philosophy. The paper maintains that the conflict may be due to a…
Descriptors: Basic Skills, Elementary Education, Phonics, Reading Instruction
An Outcomes Based Evaluation of the Sustaining Effects of Chapter 1 Participation Using Measures of Regular Education Performance in Grades Kindergarten through Five.
Schermer, Douglas G. – 1991
This study examined the effects of participation in Chapter 1 programs on students' educational outcomes. A total of 52 students at an elementary school in Maquoketa, Iowa, were divided into a primary group of students who participated in a Chapter 1 program during grades 1 or 2; an intermediate group of students who participated in a Chapter 1…
Descriptors: Academic Achievement, Attendance, Demography, Elementary Education