A 1-year naturalistic study examined the differences and similarities in the literacy experiences of second grade at-risk children in 2 different types of classrooms: 1 traditional and 1 whole language classroom. The purpose was to develop models of the 2 contrasted classrooms. The study sought to shed light on the probable causes accounting for the differential literacy development taking place through comparing and contrasting the activities of the 44 inner-city children and 2 teachers participating in the study. Results indicated that the whole-language philosophy created a classroom where children were encouraged to think, make choices, problem solve, and collaborate on learning in ways that are very different from a traditional classroom. Results further indicated that the whole language teacher spent more time actually teaching during the reading/language arts block than did the traditional teacher. Results also showed that children's "off-task" behavior usually had a literate basis in the traditional classroom. (Fifteen figures are included; 160 references and 3 appendixes containing samples of children's writing are attached.) (PRA)