Effects of a Whole Language and Ability Grouped Reading-Writing Program on First Grade Students.Report as inadecuate




Effects of a Whole Language and Ability Grouped Reading-Writing Program on First Grade Students. - Download this document for free, or read online. Document in PDF available to download.





A study examined the differences in first-grade students' attitudes about reading/writing when teachers taught by using ability grouping or when teachers taught by using whole language instruction. Two questionnaires were distributed to four teachers, one requesting information on use of reading/writing instruction in the classroom, and the other examining their knowledge about whole language. Twenty students were asked questions about reading/writing in their classrooms. Results indicated that even though the four teachers knew whole language techniques, some chose not to use this method of teaching in their classrooms. Results also indicated that 8 of the 10 students instructed in whole-language classrooms showed a positive attitude toward reading and writing, whereas all 10 of the grouped-instructed students showed a negative attitude toward reading and writing in their classroom. (Contains 13 references and a figure of data. The two questionnaires and a list of questions for students are attached.) (Author/RS)

Descriptors: Ability Grouping, Classroom Research, Grade 1, Instructional Effectiveness, Primary Education, Questionnaires, Reading Attitudes, Reading Instruction, Student Attitudes, Whole Language Approach, Writing Attitudes, Writing Instruction











Author: Jenkins, Melissa R.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7616&id=ED371342







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