Abstract
A review was conducted of 14 studies examining the effects of whole language on learning to write. Although we found that the writing of students in whole-language classes generally improved during kindergarten and the primary grades, reliable differences between the writing of children in whole-language and skills-oriented classes were not found. The only reliable difference between children in these two types of programs involved students' thinking about writing. Students in whole-language classes held a meaning-based view of writing, whereas their peers in conventional classes viewed writing from a skills perspective. There were not enough data available to draw any conclusions about the writing progress of older children.
Original language | English (US) |
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Pages (from-to) | 187-192 |
Number of pages | 6 |
Journal | Educational Psychologist |
Volume | 29 |
Issue number | 4 |
DOIs | |
State | Published - Sep 1994 |
Externally published | Yes |
ASJC Scopus subject areas
- Developmental and Educational Psychology