An experiment with a modified whole language approach in first‐grade classrooms

1991 ◽  
Vol 30 (3) ◽  
pp. 21-38 ◽  
Author(s):  
Lloyd Eldredge
Keyword(s):  
Whole Language ◽  
First Grade

Whole language practices in first grade reading instruction

1990 ◽  
Vol 29 (3) ◽  
pp. 14-26 ◽  
Author(s):  
Paul M. Hollingsworth ◽  
D. Ray Reutzel ◽  
Elaine Weeks
Keyword(s):  
Reading Instruction ◽  
Whole Language ◽  
First Grade ◽  
Language Practices

scholarly journals Children's Spontaneous Utterances during Early Reading and Writing Instruction in Whole-Language Classrooms

1993 ◽  
Vol 25 (3) ◽  
pp. 279-294 ◽  
Author(s):  
Karin L. Dahl
Keyword(s):  
Social Interactions ◽  
Whole Language ◽  
First Grade ◽  
Reading And Writing ◽  
School Year ◽  
Instructional Context ◽  
Language Classrooms ◽  
Learner Perceptions ◽  
Field Notes ◽  
Urban Sites

This study examined the spontaneous utterances of first-grade inner-city children in whole-language classrooms in two urban sites. Data were gathered across the first-grade year for 12 learners who were observed twice-weekly across the school year. The context for each utterance was documented in field notes recording instructional context, learner behavior, and social interactions. Three selection criteria were used for utterances; spontaneity, being embedded in acts of reading and writing, and explanatory value. The 87 categorized utterances revealed five trends in terms of learner perceptions of beginning reading and writing: (a) nearly half of the utterances were metacognitive statements reporting learner self-appraisal and self-management; (b) learners were concerned with sound/symbol relations and argued with peers about them; (c) hypotheses about reading reflected learner patterns of development, teacher demonstrations, and classroom experiences; (d) learners paid close attention to patterns in letters and words, and (e) learners' interpretations of their whole-language classrooms included notions about the interrelatedness of reading and writing.

Phonics Instruction and Student Achievement in Whole Language First-Grade Classrooms

1999 ◽  
Vol 34 (3) ◽  
pp. 312-341 ◽  
Author(s):  
Karin L. Dahl ◽  
Patricia L. Scharer ◽  
Lora L. Lawson ◽  
Patricia R. Grogan
Keyword(s):  
Student Achievement ◽  
Whole Language ◽  
First Grade ◽  
Phonics Instruction

Differential Effects of Whole Language and Traditional Instruction on Reading Attitudes

1995 ◽  
Vol 27 (1) ◽  
pp. 19-44 ◽  
Author(s):  
Michael C. McKenna ◽  
Beverly D. Stratton ◽  
Martha C. Grindler ◽  
Stephen J. Jenkins
Keyword(s):  
Whole Language ◽  
Reading Attitudes ◽  
First Grade ◽  
Traditional Schools ◽  
Elementary Reading ◽  
Reading Attitude ◽  
Basal Group ◽  
Main Effect ◽  
Language School ◽  
And Gender

This article reports a three-part study comparing the effects of whole-language practice versus traditional basal instruction on children's reading attitudes. In Experiment 1, children in two whole-language elementary schools (Grades 1–5, N=485) and children in two traditional schools (Grades 1–5, N=433) responded to the Elementary Reading Attitude Survey (ERAS). Although significant main effects of grade level and gender were observed, there was no main effect of instructional approach. The possibility that whole language had been too broadly defined was addressed in a second study. In Experiment 2, Bergeron's (1990) definition was used to identify a third whole-language school, meeting more specific criteria. All students in Grades 1–5 ( N=713) were compared with the original basal group. Only the recreational ERAS subscale was administered because of the inapplicability of certain items of the academic subscale to the new whole-language setting. As before, no main effect of approach was observed, nor was any interaction of approach with other factors significant. Experiment 3 involved follow-up structured observations of two first-grade teachers in the second whole-language school. The attitude means of these teachers' classes differed significantly. Although the two teachers exhibited many similarities, notable differences emerged that warrant further study in order to examine a possible causal relationship between practice and attitude. Important differences in practice within a general whole-language philosophy may affect reading attitude differentially.

scholarly journals Low-Income Children's Literacy Interpretations in a Skills-Based and a Whole-Language Classroom

1995 ◽  
Vol 27 (4) ◽  
pp. 505-533 ◽  
Author(s):  
Penny A. Freppon
Keyword(s):  
Academic Success ◽  
Low Income ◽  
Whole Language ◽  
First Grade ◽  
Language Instruction ◽  
Second Grade ◽  
School Year ◽  
Transition Group ◽  
Field Notes ◽  
Children's Literacy

This descriptive study investigated two groups of low-income, urban children who had whole-language instruction during their kindergarten and first-grade years. These 17 children were studied previously for those 2 years in their separate schools. The current investigation focused on the general academic success of the two groups and on eight, focal learners' interpretations. In one school, a group of children made a transition to a skills-based/traditional second grade (the Transition Group). In a different school, a group of children continued in a whole-language second grade (the Continuing Group). The children were observed in their classrooms throughout the school year. Data collection included field notes, audio- and videotaping, teacher and parent interviews, and pre- and postmeasures. Findings indicated that the Transition Group had the academic skills necessary for success in the skills-based second grade and that the Continuing Group also succeeded in the whole-language second grade. Differences between the two groups showed that the focal children in the Transition Group experienced a change in their interpretations or sense making patterns and a loss of literate behaviors. Differences in writing favored the focal children in the Continuing Group. Generally, there were no between-group differences in reading growth and no statistical differences on pre- and posttests.

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