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Freppon, Penny A. – Journal of Reading Behavior, 1995
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)
Descriptors: Comparative Analysis, Conventional Instruction, Grade 2, Instructional Effectiveness