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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
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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
Flowers, Pearl; Roos, Marie C. – 1994
This paper reviews the literature and research on literature-based reading programs (as an alternative to basal reading instruction) that have proven successful and identifies key elements of such programs. The first part of the paper contains an introduction, a statement of the problem, the significance of the problem, a description of the…
Descriptors: Elementary Education, Literature Reviews, Program Content, Program Effectiveness
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Graham, Steve; Harris, Karen R. – Journal of Special Education, 1994
This paper examines whole language and process approaches to writing instruction, outlining their benefits (frequent and meaningful writing, support of self-regulated learning, and emphasis on the integrative nature of learning in literacy development) and weaknesses (overreliance on incidental learning and lack of emphasis on the mechanics of…
Descriptors: Constructivism (Learning), Elementary Secondary Education, Literacy Education, Special Needs Students
Zemelman, Steve; Daniels, Harvey; Bizar, Marilyn – Phi Delta Kappan, 1999
Despite six decades of leading researchers' research findings upholding progressive, whole-language reading approaches, consensus is lacking. Pundits tend to discredit educational research. News media promulgate tougher standards while overlooking progressive classroom successes. Parents may fear children's exploration of a wide variety of books…
Descriptors: Conservatism, Elementary Education, Holistic Approach, Literacy Education
Hsu, Yuehkuei – 1994
A review of the literature focuses on the use of the whole language approach to second language teaching in reading instruction for students of English as a Second Language (ESL). First, research on the whole language approach is explored, particularly as it has been used to teach reading. The approach itself is explained, and growth in its use is…
Descriptors: Classroom Techniques, Definitions, Educational Research, Educational Strategies
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Daniels, Harvey; Zemelman, Steve; Bizar, Marilyn – Educational Leadership, 1999
"Decodable text" devotees say phonics is scientifically superior to the whole-language approach, which supposedly lacks research validation. However, 60 years of research supports holistic, literature-based approaches to literacy. Whole-language instruction is further validated by research on independent reading, cooperative learning, Reading…
Descriptors: Childrens Literature, Cooperative Learning, Decoding (Reading), Educational History