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Peer reviewedManning, Maryann; Kamii, Constance – Journal of Research in Childhood Education, 2000
Compared the longitudinal effects of phonics and whole-language instruction on kindergartners' reading and writing task performance over one year. Found that the whole-language group made more progress in reading and writing, and with more developmental coherence, than the phonics group. (JPB)
Descriptors: Comparative Analysis, Instructional Effectiveness, Kindergarten, Kindergarten Children
Download full textGomez, Pilar Astor – 1996
A study examined a program for advancement of students' literacy to improve their reading and writing skills. Subjects were seven fifth-grade bilingual students in a growing middle class community, located in a suburb of a large midwestern city. The problem of low reading and writing scores was documented in student writing samples, teacher…
Descriptors: Bilingual Students, Classroom Techniques, Computer Assisted Instruction, Grade 5
