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…

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…

Examines the instructional beliefs and practices in reading of second and third grade teachers in selected schools in the United States and Australia. Compares the results to those of an earlier study. Finds that changes have occurred in both countries regarding the types of questions posed during reading instruction and the amount of praise used.…

Examines the differences in the effectiveness of whole language and traditional instruction in end-of-the-year reading, writing, and spelling achievement for children with varying levels of incoming phonemic awareness, reading, and writing ability. Finds that neither program was more likely to close gaps between children high or low in these…