Learning Written Storybook Language in School: A Comparison of Low-SES Children in Skills-Based and Whole Language Classrooms.

Purcell-Gates, Victoria; And Others

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Peer reviewed

ERIC Number: EJ512948

Record Type: CIJE

Publication Date: 1995

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Abstractor: N/A

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ISSN: ISSN-0002-8312

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Learning Written Storybook Language in School: A Comparison of Low-SES Children in Skills-Based and Whole Language Classrooms.

Purcell-Gates, Victoria; And Others

American Educational Research Journal, v32 n3 p659-85 Fall 1995

Three data sets from previous studies demonstrated that children who began kindergarten with less implicit knowledge of books, as compared with well-read-to students, acquired this knowledge in kindergarten and first grade. Results suggest that those in whole-language classes progressed more rapidly. (SLD)

Descriptors: Comparative Analysis, Elementary School Students, Experience, Grade 1, Kindergarten, Knowledge Level, Low Income Groups, Poverty, Primary Education, Reading Aloud to Others, Reading Skills, Skill Development, Socioeconomic Status, Whole Language Approach

Publication Type: Reports - Evaluative; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A

Note: Section on teaching, learning, and human development.