Penny A. Freppon

Learning Written Storybook Language in School: A Comparison of Low-SES Children in Skills-Based and Whole Language Classrooms:

This study examined three data sets from previous studies to determine if children who begin kindergarten with significantly less implicit linguistic knowledge of books, as compared to well-read-to kindergartners, acquire this knowledge through experience with books in kindergarten and first grade. Further, the impact of instructional method on acquisition of this linguistic knowledge was examined by comparing children who experienced skills-based beginning literacy instruction to those who participated in whole language classrooms. Results show that all of the children who began school with low levels of knowledge of written syntax and vocabulary catch up to the well-read-to children’s baseline kindergarten scores on this dimension by the end of first grade. In addition, those children in whole language classes with increased levels of storybook readings, book discussions, and opportunities to explore books and to write, as compared to the skill-based curriculums, showed significantly greater growth in their knowledge of written language and more extensive breadth of knowledge of written linguistic features.

Balanced Instruction: Insights and Considerations

Different conceptions of balanced literacy instruction are presented, along with information on the resarch and theory in support of each one. Practical implications for the classroom are described.

Children's Concepts of the Nature and Purpose of Reading in Different Instructional Settings.

This study investigated the influence that both instruction and the developmental stage of learning to read have on the reading concepts of 24 first graders randomly selected from two skill-based and two literature-based classrooms. A multi-step process providing quantitative and qualitative data was used in identifying the two skill-based and two literature-based classrooms. Controls were provided for variables known to impact childrens reading concepts such as grade level, reading ability, socioeconomic status, and gender. Three measures producing quantitative and qualitative data were used to examine the childrens reading concepts. Results indicated that the two groups of children were similar in some reading concepts. Both the skill-based and literature-based students exhibited a high interest in learning and knowing words and in phonics or decoding. Findings also indicated that the two groups were different. The literature group differed from the skill group in their heightened metacognitive understandings, their knowledge and use of varied reading strategies, and their view of reading as a meaning-making, language-like process. Statistically significant differences were also found for the literature group in their more frequent rejection of passages of incomprehensible print and in their use of a balance of cues in oral reading. Additionally, although the literature group attempted to sound out words less often, they achieved a success rate of correctly sounding out words of 53% compared to 32% by the skill group.

Reflections Over Time: Preservice Teachers' Images of Their First Year of Teaching.

Abstract This longitudinal study focused on “self-as-teacher” profiles of preservice teachers. Case studies were selected from two sections of a literacy methods class; subjects participated in a one-on-one reflective process in which they looked for themes in their own profiles. One group of case studies repeated the process a year later and contrasted their current images of self-as-teacher. A qualitative analysis found that all the case studies asserted that writing the profiles was helpful, and the individual reflective process was of further benefit because it enabled them to see themes and tensions in their own expectations of teaching. When preservice teachers returned a year later to discuss their profiles, they responded positively to their own writing. All of them reiterated the benefit of the reflective process and commented on the way their images of self-as-teacher had remained relatively stable except for deeper understanding of some issues. These findings under score the importance of personal reflection in teacher education courses.

Understanding the Nature of Reading and Writing Difficulties: An Alternative View.

A case study of a 9‐year‐old boys reading and writing difficulties is presented. The learners written language concepts, strategies, attitudes, and perceptions of himself as a reader and writer were observed and documented over a period of 3#fr1/2> months while he attended a literacy center in an urban university near his school. Quantitative and qualitative analysis revealed that the learner lacked clear concepts about the functional nature of reading and writing. The diagnosis was based on an alternative model of understanding written language difficulties. Instruction grounded in sociopsycholinguistics, whole language, and emergent literacy helped the learner overcome his difficulties. This article provides an account of (a) alternative approaches in assessing written language difficulties and (b) the important role of the readers belief system or written language concepts in literacy learning.