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Peer reviewedMorrison, Timothy G.; Wilcox, Brad; Madrigal, J. L.; Roberts, Susan; Hintze, Eric – Reading Research and Instruction, 1999
Examines relationships between 418 elementary school teachers' theoretical beliefs toward reading instruction and their attitudes about pupil control. Uses the Theoretical Orientation to Reading Profile (TORP) and the Pupil Control Ideology Form (PCI) for data collection. Finds as teachers' scores moved toward the whole language end of the TORP…
Descriptors: Classroom Environment, Elementary Education, National Surveys, Phonics
Download full textThomson, Brenda; Miller, Lynn D. – Florida Educational Research Council Research Bulletin, 1991
A study examined the effects on 80 first graders' reading achievement when direct instructional phonics is incorporated as a supplement to a whole language approach. Two first-grade classrooms used the Houghton-Mifflin Integrated Literature Program, and two other classrooms supplemented the program with direct phonics instruction. Subjects…
Descriptors: Grade 1, Instructional Effectiveness, Instructional Innovation, Phonics
Siegel, Janna – 1993
No trend in education has been more exalted than "whole language," which has a following of teachers, researchers, and specialists who are almost fanatical in their observance of this teaching method. The debate is between two types of direct instruction: the "atomistic" approach encourages teachers to break down reading into…
Descriptors: Educational Trends, Elementary Education, Phonics, Reading Instruction
Wood, Peter; And Others – 1993
A study examined 78 experienced Northwest Ohio elementary school teachers' orientation toward whole language, teacher-made, and state-mandated tests. The teachers also described their grading policies and distributions and their attitudes toward basal readers and phonics skills. The majority (56%) labeled themselves as over 50% "whole…
Descriptors: Basal Reading, Elementary Education, Elementary School Teachers, Grading
Peer reviewedLevande, David I. – Reading Improvement, 1989
Investigates whether teachers behave in ways consistent with their theoretical orientation to reading during reading instruction. Finds that a majority of the teachers did not teach reading in a manner consistent with their self-reported theoretical orientation. (RS)
Descriptors: Classroom Research, Educational Philosophy, Phonics, Primary Education
Peer reviewedBaumann, James F.; Hoffman, James V.; Moon, Jennifer; Duffy-Hester, Ann M. – Reading Teacher, 1998
Reports on a nationwide survey of instructional beliefs and practices of elementary public school teachers. Finds that teachers generally do not assume a polar, either/or approach to phonics and whole language, but instead provide children a balanced eclectic program involving both reading skill instruction and immersion in enriched literacy…
Descriptors: Elementary Education, Elementary School Teachers, Phonics, Politics of Education
Feng, Jianhua; Etheridge, George W. – 1993
A descriptive study used survey methodology to determine first-grade teachers' theoretical orientations toward reading and students' attitudes toward reading, as well as structured classroom observations to describe teachers' reading instructional practices. Subjects, 259 of the 428 first-grade teachers (61%) in 94 elementary schools of a large…
Descriptors: Elementary School Teachers, Grade 1, Phonics, Primary Education
