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Fisher, Douglas; Frey, Nancy; Lapp, Diane – Journal of Education, 2023
The term "balanced literacy" was popularized in the mid-1990s to describe a middle ground in terms of text selection, instruction, skills, and strategies. The intention was to merge the promising elements of whole language and phonics. Interactions with educators and literacy leaders across the country currently suggest that a term that…
Descriptors: Experienced Teachers, Teacher Attitudes, Literacy Education, Definitions
Phadung, Muneeroh; Suksakulchai, Surachai; Kaewprapan, Wacheerapan – Education and Information Technologies, 2016
This study investigated the effects of using an interactive e-story for early literacy instruction on word recognition, story comprehension and story application. The study was conducted in two classrooms in the southern border provinces of Thailand with ethnic minority children at the kindergarten level. The samples consisted of 60 children who…
Descriptors: Literacy Education, Emergent Literacy, Ethnicity, Minority Groups
Ryder, Janice F.; Tunmer, William E.; Greaney, Keith T. – Reading and Writing: An Interdisciplinary Journal, 2008
The aim of this study was to determine whether explicit instruction in phonemic awareness and phonemically based decoding skills would be an effective intervention strategy for children with early reading difficulties in a whole language instructional environment. Twenty-four 6- and 7-year-old struggling readers were randomly assigned to an…
Descriptors: Control Groups, Reading Comprehension, Reading Difficulties, Teacher Aides

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

Uhry, Joanna K.; Shepherd, Margaret Jo – Reading Research Quarterly, 1993
Notes that experimental subjects were trained to segment and spell phonetically regular words, whereas controls were trained to read letters, words, and text. Finds that trained subjects made significant gains and were better than controls at posttest in measures of reading nonsense words, real words, and oral passages, but not of silent reading…
Descriptors: Grade 1, Instructional Effectiveness, Primary Education, Reading Comprehension

Ellermeyer, Deborah – Early Child Development and Care, 1993
Examines the development of the schema, or cognitive structure, theory of reading comprehension. Advances a model for improving listening comprehension within the classroom through a teacher-facilitated approach which leads students to selecting and utilizing existing schema within a whole-language environment. (MDM)
Descriptors: Early Childhood Education, Listening Comprehension, Listening Skills, Reading Comprehension

Dewalt, Mark; And Others – Reading Improvement, 1993
Investigates the relationship between type of reading instruction and reading comprehension. Uses predictor variables including IQ, group, race, and comprehension pretest score to predict comprehension score. Finds that the dependent variable was not significantly related to method of reading instruction, and there was no interaction effect…
Descriptors: Basal Reading, Instructional Effectiveness, Intelligence Quotient, Multiple Regression Analysis
Richardson, Marcia; And Others – 1991
A study investigated whether there was a relation between methods of language arts instruction and reading comprehension as measured by the Cloze-procedure. Subjects, 88 third-grade students in 4 classes (2 "traditional" and 2 "whole language") at 2 elementary schools in South Dakota, had their reading comprehension tested 6…
Descriptors: Basal Reading, Cloze Procedure, Grade 3, Instructional Effectiveness

Milligan, Jerry L.; Berg, Herbert – Reading Improvement, 1992
Assesses the effectiveness of whole language instruction over the course of a school year. Finds that middle and low progressing experimental subjects and experimental males at each of three ability levels attained significantly higher mean scores on a cloze test than did their counterparts in the control group (who used basals). (RS)
Descriptors: Grade 1, Instructional Effectiveness, Primary Education, Reading Achievement
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

Hedrick, Wanda B.; Katims, David S.; Carr, Norma J. – Focus on Autism and Other Developmental Disabilities, 1999
Nine elementary students with mild to moderate mental retardation were taught to use a balanced, multimethod, multilevel language arts framework that blended phonics and basal instruction with holistic and contextualized approaches. Children made gains in word identification and reading comprehension strategies, metalinguistics, written language,…
Descriptors: Elementary Education, Holistic Approach, Literacy, Mild Mental Retardation
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
Peery, Rebecca – 1996
A study determined the effect of shared writing activities on reading comprehension. The subjects, 40 second- and third-grade students from a suburban school in Mercer County, West Virginia, completed the Reading Comprehension Subtest of the Comprehension Test of Basic Skills (CTBS) for grade 2 as a pretest. A control group of 20 students were…
Descriptors: Grade 2, Grade 3, Primary Education, Reading Comprehension
Trimble, Hilary Claire – 1996
A study examined the effect of whole language philosophy as compared to a more traditional reading program on children's reading comprehension scores. The study included a review of current research indicating the importance of teachers stating the topic prior to reading as well as the importance of students' oral reading ability to assess reading…
Descriptors: Academic Achievement, Comparative Analysis, Elementary Education, Learning Processes
Gasser, Judith; Smith, Bill; Chapman, Ann – State of Reading, 1997
Describes how, in one Texas fifth-grade classroom, Shared Inquiry book discussions were taught and implemented over a six-month period in connection with the Junior Great Book Series. Discusses solutions to the dilemma of grading these active class discussions, and reports that scores on the Texas Assessment of Academic Skills (TAAS) tests were…
Descriptors: Discussion (Teaching Technique), Grade 5, Grading, Intermediate Grades
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