In Turkey, the Ministry of National Education (MONE) changed the reading instruction method in elementary schools from whole language approach to phonics emphasis in 2005. Accordingly, the purpose of this study was to examine the impacts of phonics method on reading acquisition in a Turkish sample; to understand what elementary school teachers…

Reflects that the term "whole language" involves instilling a love of literature, problem-solving and critical thinking, collaboration, authenticity, personalized learning, and much more. Examines some recent research dealing with two fundamental points of contention between the two sides of the phonics and whole language debate. Finds evidence…

Assesses the reading achievement of two groups of first grade students receiving instruction with different reading strategies and philosophies. Finds that average and below-average students benefited from a consistent instructional format that utilized direct instruction, authentic literature, and integrated decoding strategies. (NH)

States that many American children have difficulty learning to read (44% read below grade level). Explains the viewpoint of the phonics group and what those involved with whole language believe. Calls for dispassionate inquiry into how to raise reading levels, instead of the battle of the two methodologies as exists now. (PA)

Discusses the author's varied experiences in teaching reading, including teaching seventh grade pupils in the West Bank of Jordan, taking graduate courses in reading, and being an elementary school principal and a university professor. Suggests the need for a rational balance between whole language and phonics. (RS)

Examines whether teachers who have a webblike, multidimensional ordering style preference are more likely to view whole language as a valuable approach to language arts instruction than are teachers with a more methodical, step-by-step orientation to learning. Finds that a relationship exists between learning style preference and orientation to…

Focuses on one procedure in whole-language reading instruction--individualized reading. Pinpoints a need for an adequate supply of appropriate library books to read and opportunities for pupils in a committee to have a group conference with the teacher. Cites selected issues that need resolving when heavy emphasis is placed upon phonics…

Discusses debates in society on needs in education, particularly reading achievement of students and the needs of teachers. Considers the issues of whole language versus phonics instruction and sequencing student learning in reading instruction. Concludes that these and other issues, such as technology use in reading instruction, need to be…

Assesses the effectiveness of whole language instruction over the course of a school year. Finds that middle and low progressing experimental subjects and experimental males at each of three ability levels attained significantly higher mean scores on a cloze test than did their counterparts in the control group (who used basals). (RS)

Discusses Guam's unique multicultural student and teacher population. Describes two classroom language arts activities (the method of taped repeated reading and "write around") that have met with success and continue to gain momentum in Guam's classrooms. (RS)

Shares ways in which teachers who use a basal reading series can go beyond the manual and integrate the whole language approach into the language arts program. (MG)

Maintains that continued over reliance on traditional skills-based assessment of reading abilities provides the whole-language teacher with little, if any, useful information for instructional planning. Suggests informal assessment procedures that focus on the language learner and provide a rich information source on which to base instructional…

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)

Reports on what factors teachers say have influenced their beliefs and instructional practices concerning reading. Finds that both subskills-oriented and whole language teachers identified their classroom experiences as teachers as the single greatest influence on their beliefs about reading and reading instruction. (RS)