Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/18205
Title: Whole language versus code-based skills and interactional patterns in Singapore’s early literacy program
Authors: Vaish, Viniti, 1964-
Keywords: Early literacy
Interactional patterns
Singapore
Whole language
Code-based skills
Issue Date: 2014
Citation: Vaish, V. (2014). Whole language versus code-based skills and interactional patterns in Singapore’s early literacy program. Cambridge Journal of Education, 44(2), 199-215. http://dx.doi.org/10.1080/0305764X.2013.863830
Abstract: This paper analyzes whole language and code-based skills approaches in early literacy and the specific patterns of interaction present in both approaches. Nine- teen hours of video data were coded to analyze the nature of whole language versus code-based skills instruction and document the allocation of time spent on each approach in a reading program. Data come from a cross-sectional study in Singapore where the Learning Support Program (LSP), a reading program for low-track students, was studied in five schools. Overall, 73% of class time in the dataset showed code-based skills instruction. However, the approach to instruction changed within the LSP in a linear fashion. Though in the early years of the LSP there was an over-emphasis on code-based skills and lack of variety in pat- terns of interaction, in later years there was a balance between whole language and code-based skills and a wider variety of interactional patterns.
Description: This is the final draft, after peer-review, of a manuscript published in Cambridge Journal of Education. The published version is available online at http://www.tandfonline.com/10.1080/0305764X.2013.863830
URI: http://hdl.handle.net/10497/18205
ISSN: 0305-764X (print)
1469-3577 (online)
Other Identifiers: 10.1080/0305764X.2013.863830
Appears in Collections:Journal Articles

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