Determines whether reading comprehension scores of intermediate-grade language-deficient students improved with use of literature-based integrated language (whole language) instruction. Finds a significant gain after 25 weeks of instruction. Suggests that the effectiveness of whole language instruction may be significantly enhanced with the use of…

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…

Investigates primary classrooms where teachers implemented recommended literacy practices such as: (1) frequently using children's literature; (2) integrating reading and writing; and (3) teaching skills in context. Finds students developed reading and writing skills at higher levels than students in classrooms where teachers used other practices.…

Examines the degree to which whole language practices have become a part of reading instruction offered by first grade teachers in six school districts. Finds that teachers spent less than 10 percent of the reading instructional time engaged in practices which could be considered in agreement with whole language theory. (MG)

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…