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| Freppon, Penny A. | 3 |
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Peer reviewedMcIntyre, Ellen; Freppon, Penny A. – Research in the Teaching of English, 1994
Finds that six low-income children in two different instructional settings (skills-based and whole language) learned alphabetic concepts and skills necessary for successful reading and writing. Notes that both instructional settings provided explicit phonics instruction (albeit contextualized differently) and time for self-selected reading and for…
Descriptors: Emergent Literacy, Instructional Effectiveness, Language Acquisition, Letters (Alphabet)
Peer reviewedDahl, Karin L.; Freppon, Penny A. – Reading Research Quarterly, 1995
Observes low socioeconomic-level learners during literacy instruction for two years. Finds similarities in learner concern about accuracy. Notes that cross-curricular differences centered on applications of phonics knowledge, responses to literature, coping strategies, and learner perceptions of themselves as readers and writers. Finds a…
Descriptors: Comparative Analysis, Longitudinal Studies, Phonics, Primary Education
Peer reviewedKucer, Stephen B. – Language Arts, 1998
Explores the different responses to a whole-language curriculum of two average third-grade students. Describes the teacher and the curriculum, and the contrasting literacy behaviors of the students. Discusses how this year-long observation challenged the author's beliefs about children's need for whole-language instruction. (SR)
Descriptors: Classroom Research, Instructional Effectiveness, Primary Education, Reading Instruction
Download full textManning, Maryann; And Others – 1990
A study compared the writing development and ideas about writing of students in a whole language program with students in a skills-oriented program from the time they entered kindergarten to the end of the second grade. Subjects were 22 inner city students who completed second grade out of an original kindergarten cohort of 50 minority students…
Descriptors: Comparative Analysis, Conventional Instruction, Instructional Effectiveness, Longitudinal Studies
Peer reviewedBachhuber, Daniel – NAMTA Journal, 1995
Reviews research on reading and writing development, comparing the whole-language approach with the Montessori approach for teaching reading and writing at the elementary school level. Also discusses techniques to teach students how to write poetry and short fiction, stressing the importance of both freedom and structure in evolving reading and…
Descriptors: Childrens Literature, Elementary Education, Elementary School Students, Fiction
Bruneau, Beverly J.; And Others – 1989
A study was conducted to determine parents' perceptions of a kindergarten program in the face of change toward a holistic language/literacy curriculum. The participants were the parents of 25 children enrolled in an all day kindergarten class of a university-based child development center. Nine of the parents (all mothers) volunteered to be…
Descriptors: Educational Assessment, Emergent Literacy, Full Day Half Day Schedules, Interviews
Dahl, Karin L.; Freppon, Penny A. – 1994
A cross-curricular comparison focused on learner interpretations of beginning reading and writing instruction in skills-based and whole language inner-city classrooms across kindergarten and first grade. Subjects, 48 low socioeconomic-status students in four classrooms in two midwestern cities, were observed during literacy instruction twice…
Descriptors: Beginning Reading, Beginning Writing, Comparative Analysis, Inner City
