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…

Noting that existing research reveals considerable diversity among researchers' philosophical stances toward literature-based reading instruction versus traditional basal reading instruction, a study determined what effects literature-based instruction had on the reading achievement of fourth graders. Subjects, fourth-grade students of the John P.…

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…

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…

This annotated bibliography of material from the ERIC database presents 87 annotations on the topic of the "whole" whole-language debate. Entries in the bibliography are grouped under the topics of philosophy and analysis; the struggle for a definition; comparative analyses of whole language versus traditional approaches; and application…

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…

Studies the attitudes toward reading as a sex-role appropriate behavior in classrooms using basal reading instruction or the whole language approach. Suggests that the nature of instruction has a significant effect on boys' view of the sex-role appropriateness of reading and writing. (MG)

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…

Noting that teachers have expressed a need for more information on how they can incorporate whole language into their classrooms, this paper describes ways of combining whole language techniques in a program that continues to use the basal reader. The paper first offers a brief view of the basic steps often used to incorporate predictable books…

A study examined whether the integration of whole language with the basal reader would increase the use of language and comprehension of literature. Twenty students and one teacher in a split third/fourth grade classroom in a predominantly white, lower socioeconomic school in Ottumwa, Iowa, participated in the study. For 16 weeks, students wrote…

According to a review of current reading research, components of language experience, whole language, and computer-assisted instruction need to be incorporated into the core basal reading program to make reading meaningful and enjoyable for all students. The basal reading approach continues to be used by the majority of teachers in elementary…

Describes an intensive integrated art and language arts instructional program for first-grade at-risk children. Notes that a combination of whole language, language experience, and basal reading approaches. Finds a marked improvement in reading, writing ability, and language ability. (RS)

Discusses the effects of teachers' beliefs and practices on teachers' perceptions of students' abilities and potential for success. Uses the example of a child referred from a traditional kindergarten, where he did poorly, to a whole language child development center, where he excelled. Urges teachers to examine the impact of their beliefs on…

The relationship between type of reading instruction (whole language or basal) and reading comprehension as measured by the California Achievement Test (CAT) was investigated. Nineteen third- and fourth-grade teachers from school 5 districts in North Carolina took part in the project with 215 students in the basal group and 200 students in the…