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Download full textEdiger, Marlow – 2001
Students individually need to experience success in reading, be it a systematic approach in phonics or in whole language procedures. Quality action research, conducted within the local school/school system, needs to be conducted to notice which of these two procedures of reading instruction best meets student needs. Each student needs to achieve…
Descriptors: Academic Achievement, Action Research, Comparative Analysis, Phonics
Peer reviewedKiefer, Barbara – Emergency Librarian, 1994
Discusses literature-based classrooms and influences on students' reading habits. Highlights include beliefs about learning and teaching, including a comparison of the transmission model and the transactional model of education; the importance of literary experiences for language development and literacy learning, including phonological…
Descriptors: Comparative Analysis, Language Acquisition, Learning Theories, Literacy
Adams, S. Angela – Insights into Open Education, 1990
Through an imaginary dialogue with her grandmother, a first-grade teacher reflects on the educational methods which her grandmother used and referred to in her journals and discusses the whole language methods used in schools today. A whole language classroom is described as a busy place where activity abounds and conversations buzz. Whole…
Descriptors: Classroom Environment, Comparative Analysis, Elementary Education, Instructional Effectiveness
Peer reviewedSchickedanz, Judith A. – Review of Educational Research, 1990
In the research paper considered, Stahl and Miller compare the effectiveness of whole language/language experience programs versus basal reader approaches. The article is criticized for its lack of longitudinal data, alternative interpretations, and information concerning the broad goals of whole language approaches. (TJH)
Descriptors: Basal Reading, Beginning Reading, Comparative Analysis, Educational Research
Peer reviewedStahl, Steven A. – Review of Educational Research, 1990
The effectiveness of whole language/language experience programs versus basal reader approaches is considered. The politicization of whole language teaching and the use of the nonbasal approaches in kindergarten versus first grade are the focal themes. (TJH)
Descriptors: Basal Reading, Beginning Reading, Comparative Analysis, Grade 1
Lewis, Warren – 1995
Whole language, a theory of language instruction that was developed primarily in terms of helping children learn to read, has now been extended to middle- and secondary-school levels. Andragogy, the learning of adults, is a specific theory of adult education, conceived in contradistinction to pedagogy, the teaching of children. When these two…
Descriptors: Adult Education, Andragogy, Comparative Analysis, Discourse Communities
Peer reviewedMcGee, Lea M.; Lomax, Richard G. – Review of Educational Research, 1990
In the research paper considered, Stahl and Miller compare the effectiveness of whole language/language experience programs versus basal reader approaches. The article is criticized for misrepresenting concepts related to emergent literacy and inadequately defining whole language, the lack of equivalence between the two nonbasal approaches, and…
Descriptors: Basal Reading, Beginning Reading, Comparative Analysis, Decoding (Reading)
