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Developing written discourse knowledge in whole language and code emphasis classrooms.

Z Fang1

  • 1School of Teaching and Learning, University of Florida, USA. zfang@coe.ufl.edu

The British Journal of Educational Psychology
|November 4, 2000
PubMed
Summary
This summary is machine-generated.

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This study found that neither whole language nor code emphasis instruction significantly impacted young children's understanding of written discourse features. Both approaches yielded similar results in developing knowledge of autonomy and conventionality, with specialized grammar remaining underdeveloped.

Area of Science:

  • * Educational Psychology
  • * Applied Linguistics
  • * Early Childhood Education

Background:

  • * Extensive research compares whole language and code emphasis literacy instruction.
  • * Limited studies investigate children's learning of written discourse features within these settings.

Purpose of the Study:

  • * To compare the development of written discourse knowledge in young children.
  • * To analyze differences between whole language and code emphasis classrooms.

Main Methods:

  • * 64 first-grade children (34 whole language, 30 code emphasis) participated.
  • * Children composed stories at the beginning and end of the school year.
  • * Texts were analyzed for autonomy, conventionality, and specialized grammar.

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Main Results:

  • * Children improved in understanding written discourse autonomy and conventionality.
  • * Understanding of specialized grammar remained limited across both groups.
  • * No statistically significant differences were found between instructional approaches.

Conclusions:

  • * Instructional program type (whole language vs. code emphasis) showed minimal impact.
  • * Children's developing understanding of written discourse was not significantly influenced by the method.