LOW-INCOME CHILDRENS LITERACY INTERPRETATIONS IN A SKILLS-BASED AND AWHOLE-LANGUAGE CLASSROOM

This descriptive study investigated two groups of low-income, urban ch ildren who had whole-language instruction during their kindergarten an d first-grade years. These 17 children were studied previously for tho se 2 years in their separate schools. The current investigation focuse d on the general academic success of the two groups and on eight, foca l 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 who le-language second grade (the Continuing Group). The children were obs erved in their classrooms throughout the school year. Data collection included field notes, audio- and videotaping, teacher and parent inter views, and pre- and postmeasures. Findings indicated that the Transiti on Group had the academic skills necessary for success in the skills-b ased 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 litera te 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 .