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Ediger, Marlow – 2001
Students individually need to experience success in reading, be it a systematic approach in phonics or in whole language procedures. Quality action research, conducted within the local school/school system, needs to be conducted to notice which of these two procedures of reading instruction best meets student needs. Each student needs to achieve…
Descriptors: Academic Achievement, Action Research, Comparative Analysis, Phonics
Joslin, H. Kimmell – 1994
A study compared the effects of a modified whole language approach with those obtained from a pure whole language approach on the decoding abilities of 20 kindergartners, assessed using Darrell Morris's Early Reading Screening Instrument. Subjects were selected from two similarly composed schools located in Albemarle County, Virginia. Ten students…
Descriptors: Comparative Analysis, Decoding (Reading), Kindergarten, Kindergarten Children
Mallak, Joan E. – 1991
A study critically reviews the practices and purposes of the new basal reading series and the whole language philosophy. The study explores the possibility of a comprehensive adoption of either program or a combination of both. Results of the review indicate the desirability of using the whole language philosophy and creating a classroom that is…
Descriptors: Basal Reading, Classroom Environment, Comparative Analysis, Curriculum Evaluation

Holland, Kathy W.; Hall, Lee Ellis – Reading Improvement, 1989
Compares the effects of basal and whole language approaches on the reading achievement of first grade students. Finds no statistically significant differences in reading achievement between classes taught with a basal approach or with a whole language approach. (RS)
Descriptors: Basal Reading, Comparative Analysis, Grade 1, Longitudinal Studies
Dale, Jennifer; Radell, Kirsten – 1995
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…
Descriptors: Basal Reading, Comparative Analysis, Instructional Effectiveness, Primary Education
Putzi, Simone – 1993
A study examined the position of phonics instruction or direct skill instruction within the context of a whole language, meaning-based approach to reading instruction. A total of 22 first-grade students participated--12 students received instruction in phonics while 10 followed a meaning based curriculum. All were administered a phonics test and a…
Descriptors: Comparative Analysis, Grade 1, Instructional Effectiveness, Phonics
Roberts, Robbie B. – 1991
A study compared the writing abilities of children in a whole language classroom with those of children involved in a skills-based classroom. Subjects, 37 African-American students in two heterogeneous first-grade classrooms in a low socio-economic area school in the inner-city of a large Alabama city, completed a reading/writing assessment (a…
Descriptors: Comparative Analysis, Conventional Instruction, Grade 1, Instructional Effectiveness

Eldredge, Lloyd – Reading Research and Instruction, 1991
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…
Descriptors: Basal Reading, Classroom Research, Comparative Analysis, Grade 1

Reutzel, D. Ray; Cooter, Robert B. – Journal of Educational Research, 1990
Results of this study supported the belief that whole language strategies and routines used in first grade classrooms will yield scores on traditional reading standardized achievement tests that are comparable or superior to those resulting from the use of basal reader programs. (Author/IAH)
Descriptors: Basal Reading, Comparative Analysis, Conventional Instruction, Grade 1
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

McGuinness, Diane; And Others – Reading Research Quarterly, 1995
Trains 94 first graders using a structured phonological reading method emphasizing English phonology and phoneme/grapheme correspondence. Compares to a control group who received a whole-language-plus-phonics approach. Notes that children in all groups improved their phonological awareness by the same amount. Concludes that phonological awareness…
Descriptors: Comparative Analysis, Grade 1, Instructional Effectiveness, Phoneme Grapheme Correspondence
Nicholson, Mary-Jo S. – 1996
A study compared the progress of children encouraged to use inventive spelling with those encouraged to use traditional spelling in their creative writing. It was hypothesized that there would not be a significant difference in the writing samples produced in terms of their length or degree of elaboration. Participants were two second-grade…
Descriptors: Comparative Analysis, Creative Writing, Invented Spelling, Primary Education
Burns-Paterson, Abigail L. – 1991
A study investigated whether students in whole language based and basal reader approaches would have different concepts of reading when asked to define reading. Subjects, 69 suburban New Jersey first and third graders and 16 New Zealand first graders, were asked 3 questions: "What is reading?"; "What do you do when you read?";…
Descriptors: Basal Reading, Comparative Analysis, Foreign Countries, Grade 1

Freppon, Penny A.; And Others – Reading Horizons, 1995
Reports on a two-year descriptive study of eight low-income children's writing in skills-based and whole language instruction. Finds that the students at the "top" did well in whole language instruction, and for less proficient learners, the whole language curriculum appeared to provide more support. (RS)
Descriptors: Academic Achievement, Childrens Writing, Comparative Analysis, Instructional Effectiveness
Hoffman, James V.; And Others – 1993
A study examined the first grade materials in five new basal programs submitted for the 1993 Texas state adoption. (The programs were those of Harcourt Brace Jovanovich; Houghton Mifflin; Scott Foresman; Macmillan/McGraw-Hill; and Silver Burdett Ginn). These series are compared with program materials currently in use in the state. The analysis…
Descriptors: Basal Reading, Comparative Analysis, Grade 1, Primary Education