| Summary: | Thesis (M.Ed.)--Memorial University of Newfoundland, 1990. Education Bibliography: leaves 97-101. Two approaches to the teaching of emerging literacy were investigated. Forty children, all four years of age, enrolled in a St, John's pre-school were randomly assigned to one of two programs. The subjects in the experimental, whole language approach to literacy, and the subjects in the control or traditional approach program received 12 weeks of instruction. Prior to, and at the completion of, the twelve week period of instruction all subjects were tested using the Test of Early Reading Ability (TERA), the Peabody Picture Vocabulary Test - Revised (PPVT-R), and an investigator designed test of writing ability. The writing ability scale was comprised of three sub-scales which measured language level, message quality, and principles of writing direction. -- The results showed that the whole language group scored significantly higher on the tests of writing ability than did the control group. Within the sub-scales of the writing sample analysis, the experimental group scored significantly higher on measures of language level and message quality, but showed no significant difference from the control group in terms of measures of principles of writing direction. There were no significant differences between the two groups on the PPVT-R and TERA tests.
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