Describes a study of the availability of books in low-income schools with literature-based curriculums. Focuses on two scenarios or snapshots of elementary schools in the study. Discusses seven recommendations for creating a supportive literacy environment. (TB)

Describes a writing program in a first-grade classroom in a primarily low-socioeconomic, urban Appalachian region. Notes that the program aims at helping children become writers and to: (1) teach the concept of writing as communication; (2) learn about children's strengths and needs through observations and writing samples and teach accordingly;…

Reports on a two-year descriptive study of eight low-income children's writing in skills-based and whole language instruction. Finds that the students at the "top" did well in whole language instruction, and for less proficient learners, the whole language curriculum appeared to provide more support. (RS)

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)

Investigates the Spanish literacy development of 20 low-socioeconomic-status Spanish dominant students learning in whole-language classrooms. Notes that the children used a variety of reading and writing strategies. Finds that students learned about meaning construction through the use of whole language and that meaning construction was associated…

A 1-year investigation of writing took place in an urban second grade and focused on three low-income African American children with different reading abilities in their third year of whole language instruction. Data collection included written artifacts, structured interviews at the beginning and end of the school year, and field notes. Artifacts…