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Essay / Research Paper Abstract
A 5 page review of a 1996 study published in the Journal of Educational Research assessing the successes and failures of whole language programs in several targeted school districts. A critique of the study and its conclusion is provided. The published study is attached to the critique. No other sources are cited.
Page Count:
5 pages (~225 words per page)
File: D0_Wholear2.doc
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Unformatted sample text from the term paper:
daily basis by those who are involved in careers in education. Not only has whole language become a field in which numerous curriculums have been designed to accommodate it
has also become one of continuous debate and controversy. A concise definition of "whole language" is difficult to derive and the success or failure of curriculums and educational methodologies
which purport to be in step with the concept of "whole language" is hard to assess. Opponents to whole language programs express concern that students will fall behind in
the more traditional and fundamental skills such as phonics, vocabulary, spelling and punctuation. Proponents of whole language, however, dismiss these fears and claim that students will not only keep
up in these fundamental areas but they will also excel in their acquisition of knowledge and appreciation of literacy. Much research is currently underway to evaluate the positions of
both those who oppose whole language programs and those who support them. In the August 1, 1996 edition of the Journal of Educational
Research, Rick Traw describes the outcome of one such study. Traws study was designed to assess the degree of "large-scale learning of traditional reading and writing skills" attained by
those students in a mid-sized midwestern school district which had committed to the implementation of whole language curriculum. Traw attempts to evaluate the curriculum to determine if it indeed
met whole language principles. He first compared the curriculum with the theoretical principles outlined in the literature for whole language. He then reviewed standardized test scores which were
taken previous to the implementation of the whole language curriculum and subsequent to that implementation. Interviews with both teachers and administrators were conducted to provide another area for evaluation
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