Researchers predicted that teachers with whole language theoretical orientations would emphasize affect, individual differences, and outside class activities more than teachers with phonics orientations.

For both affect and individual differences, all six correlations were in the predicted direction, two reached statistical significance (.05 level, two-tailed tests), and two approached significance. These correlations provide moderate support for the hypotheses for affect and individual differences, but not for outside class activities. In fact, correlations for outside class activities were in the opposite direction from predictions, significantly so at time 1