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Bowers, Jeffrey S. – Educational Psychology Review, 2020
There is a widespread consensus in the research community that reading instruction in English should first focus on teaching letter (grapheme) to sound (phoneme) correspondences rather than adopt meaning-based reading approaches such as whole language instruction. That is, initial reading instruction should emphasize systematic phonics. In this…
Descriptors: Reading Instruction, Meta Analysis, Phoneme Grapheme Correspondence, Foreign Countries
Martin, Don; Martin, Magy; Carvalho, Kathleen – Clearing House: A Journal of Educational Strategies, Issues and Ideas, 2008
In this article, the authors assess the evidence related to various instructional styles for teaching reading to children with learning disabilities. Results of the literature review indicate that whole language and direct instruction are the two major approaches to teaching reading. Whole language has proven successful for many students with…
Descriptors: Learning Disabilities, Reading Skills, Reading Instruction, Teaching Methods
Calais, Gerald J. – Online Submission, 2008
Balanced reading instruction proposes an alternative to phonics only or whole language only programs; offers an efficient mixture of instructional approaches; and reconciles an array of learning styles. Although this balanced approach can not be interpreted monolithically, due to the various ways that whole language and phonics can be taught and…
Descriptors: Reading Instruction, Teaching Methods, Reading Fluency, Goal Orientation
Wilson, Julie; Colmar, Susan – Australian Journal of Guidance and Counselling, 2008
This article examines recent research and developments relating to the role of phonemic awareness and phonics in early literacy education and the relevance of these findings for school counsellors and teachers. It defines and reviews the role of phonemic awareness and phonics in theoretical models of reading processes, including whole-language,…
Descriptors: Phonemic Awareness, Phonics, Literacy Education, School Counselors
Stahl, Katherine A. Dougherty, Ed.; McKenna, Michael C., Ed. – Guilford Publications, 2006
This book presents state-of-the-science research on the components of successful literacy learning and how to target them in contemporary classrooms. The volume builds on and extends the work of Steven Stahl, whose pioneering contributions encompassed the key areas of phonemic awareness, phonics, vocabulary, fluency, comprehension, and assessment.…
Descriptors: Reading Instruction, Educational Research, Educational Trends, Teaching Methods