Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 0 |
Since 2006 (last 20 years) | 3 |
Descriptor
Source
Author
Publication Type
Reports - Research | 55 |
Journal Articles | 23 |
Speeches/Meeting Papers | 14 |
Dissertations/Theses -… | 6 |
Tests/Questionnaires | 2 |
Guides - Classroom - Teacher | 1 |
Information Analyses | 1 |
Education Level
Early Childhood Education | 2 |
Elementary Education | 2 |
Grade 1 | 2 |
Primary Education | 2 |
Audience
Researchers | 3 |
Location
Australia | 2 |
Virginia | 2 |
Alabama | 1 |
Jordan | 1 |
Kansas | 1 |
Mississippi | 1 |
New Jersey | 1 |
New Zealand | 1 |
North Carolina | 1 |
Oklahoma | 1 |
United States | 1 |
More ▼ |
Laws, Policies, & Programs
Assessments and Surveys
California Achievement Tests | 2 |
Elementary Reading Attitude… | 2 |
California Test of Basic… | 1 |
Comprehensive Tests of Basic… | 1 |
Gates MacGinitie Reading Tests | 1 |
Metropolitan Achievement Tests | 1 |
What Works Clearinghouse Rating
Does not meet standards | 3 |
Maddox, Krissy; Feng, Jay – Online Submission, 2013
The purpose of this study is to investigate the efficacy of whole language instruction versus phonics instruction for improving reading fluency and spelling accuracy. The participants were the first grade students in the researcher's general education classroom of a non-Title I school. Stratified sampling was used to randomly divide…
Descriptors: Whole Language Approach, Phonics, Teaching Methods, Reading Fluency
Bastolla, Robin – 1994
A study explored the nature of whole language as compared to the basal program for the years 1990-1991 and 1991-1992. The samples of pupils involved were from the eight elementary schools, housing grades kindergarten through grade five, in East Brunswick, New Jersey. The students have been instructed for many years in the basal approach. Since…
Descriptors: Basal Reading, Comparative Analysis, Elementary Education, Instructional Effectiveness

Krashen, Stephen – Talking Points, 2002
Examines the results of the National Reading Panel's (NRP) comparison of skills-based and whole language approaches through the lens of reading comprehension. Reveals that the research does not show that skills-based methods are superior. Concludes that the NRP's interpretation of the results is not the only possible one and should not be the…
Descriptors: Comparative Analysis, Elementary Education, Phonics, Reading Comprehension
Joslin, H. Kimmell – 1994
A study compared the effects of a modified whole language approach with those obtained from a pure whole language approach on the decoding abilities of 20 kindergartners, assessed using Darrell Morris's Early Reading Screening Instrument. Subjects were selected from two similarly composed schools located in Albemarle County, Virginia. Ten students…
Descriptors: Comparative Analysis, Decoding (Reading), Kindergarten, Kindergarten Children
Morrison, Julie; Mosser, Leigh Ann – 1993
A study examined two methods of reading instruction, the whole language literature-based approach and the traditional basal approach. Eighty teachers from four diverse school districts in two midwestern states were surveyed to find out which method was the most widely used. Results indicated that 84% of the 50 teachers who responded used a…
Descriptors: Comparative Analysis, Conventional Instruction, Elementary Education, Reading Instruction

Holland, Kathy W.; Hall, Lee Ellis – Reading Improvement, 1989
Compares the effects of basal and whole language approaches on the reading achievement of first grade students. Finds no statistically significant differences in reading achievement between classes taught with a basal approach or with a whole language approach. (RS)
Descriptors: Basal Reading, Comparative Analysis, Grade 1, Longitudinal Studies

Bottomley, Diane M.; Truscott, Diane M.; Marinak, Barbara A.; Henk, William A.; Melnick, Steven A. – Reading Research and Instruction, 1999
Compares whole language, literature-based, and basal reader literacy instruction in terms of the Elementary Reading Attitude Survey, the Reader Self-Perception Scale, and the Writer Self-Perception Scale. Finds that a literature-based approach to reading and writing appeared to exert superior impact on intermediate-aged children's affective…
Descriptors: Affective Measures, Basal Reading, Comparative Analysis, Intermediate Grades
Dale, Jennifer; Radell, Kirsten – 1995
A study investigated the relationship between type of reading instruction (whole language or basal), and (1) time spent engaged in authentic reading activities and (2) reading attitudes as measured by the Elementary Reading Attitude Survey (ERAS). Subjects, 23 students from a blended first/second grade whole language classroom in a suburban…
Descriptors: Basal Reading, Comparative Analysis, Instructional Effectiveness, Primary Education

McKenna, Michael C.; And Others – Journal of Reading Behavior, 1995
Reports on a three-part study comparing the effects of whole language practice versus traditional basal instruction on children's reading attitudes. Finds no evidence that the whole language philosophy offers inevitable advantages over traditional instruction in building students' attitudes toward reading. Suggests that how individual teachers…
Descriptors: Basal Reading, Comparative Analysis, Elementary Education, Reading Attitudes
Roberts, Robbie B. – 1991
A study compared the writing abilities of children in a whole language classroom with those of children involved in a skills-based classroom. Subjects, 37 African-American students in two heterogeneous first-grade classrooms in a low socio-economic area school in the inner-city of a large Alabama city, completed a reading/writing assessment (a…
Descriptors: Comparative Analysis, Conventional Instruction, Grade 1, Instructional Effectiveness

Eldredge, Lloyd – Reading Research and Instruction, 1991
Compares results of a modified whole language approach (incorporating daily 15-minute total class phonics instruction) with those obtained from a popular basal approach. Finds that students in the whole language classes made greater gains in phonics, vocabulary, reading comprehension, and total reading achievement than students in the basal…
Descriptors: Basal Reading, Classroom Research, Comparative Analysis, Grade 1

Reutzel, D. Ray; Cooter, Robert B. – Journal of Educational Research, 1990
Results of this study supported the belief that whole language strategies and routines used in first grade classrooms will yield scores on traditional reading standardized achievement tests that are comparable or superior to those resulting from the use of basal reader programs. (Author/IAH)
Descriptors: Basal Reading, Comparative Analysis, Conventional Instruction, Grade 1
Keating, Patricia R. – 1998
The purpose of this study was to determine the effectiveness of whole language versus phonics on reading achievement. Four second-grade students participated--two were chosen for a control sample in which they were taught using the modified whole language approach; and two were chosen for the experimental sample and were taught using the modified…
Descriptors: Comparative Analysis, Grade 2, Instructional Effectiveness, Phonics

McGuinness, Diane; And Others – Reading Research Quarterly, 1995
Trains 94 first graders using a structured phonological reading method emphasizing English phonology and phoneme/grapheme correspondence. Compares to a control group who received a whole-language-plus-phonics approach. Notes that children in all groups improved their phonological awareness by the same amount. Concludes that phonological awareness…
Descriptors: Comparative Analysis, Grade 1, Instructional Effectiveness, Phoneme Grapheme Correspondence
Gee, Eric J. – 1995
A meta-analysis used Glassian techniques to compare the effectiveness of the whole-language approach to the direct-skills approach. A total of 21 studies included sufficient information to calculate effect sizes and included whole language approach as the independent variables with dependent variables relating to reading improvement. Results…
Descriptors: Comparative Analysis, Elementary Education, Instructional Effectiveness, Meta Analysis