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

Abstract

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.