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Preston, Teresa – Phi Delta Kappan, 2022
Reading instruction has been the subject of significant controversy for more than five decades, and Kappan has allowed advocates of many different types of reading instruction to make their cases in the magazine's pages. Teresa Preston chronicles the history of the reading wars as they played out in Kappan. Researchers and scholars have debated…
Descriptors: Reading Instruction, Phonics, Reading Strategies, Whole Language Approach
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Baker, Thomas – English Teaching Forum, 2008
This article discusses whole language and phonics approaches to teaching L1 reading. It argues to bring these two perspectives together under an integrated approach to better teach second language reading. The article offers an integrated lesson plan with adaptable activities and techniques that show how to apply the integrated approach.
Descriptors: Reading Research, Lesson Plans, Whole Language Approach, Phonics
McIntyre, Ellen; Davis, Marianne – Contemporary Issues in Reading, 1991
Relates a teacher's observations of first graders in a whole language classroom enabling each other to read. Suggests reading techniques which foster this collaborative learning. (PRA)
Descriptors: Classroom Techniques, Grade 1, Primary Education, Reading Instruction
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McIntyre, Ellen – Reading Horizons, 1993
Discusses three children who successfully learned phonics in three very different instructional settings (conventional, whole language, and tutoring in a learning center). Notes that the children developed in similar ways, yet at different rates; the teachers nudged the learners toward literacy development; and writing was a part of the curriculum…
Descriptors: Beginning Reading, Decoding (Reading), Instructional Effectiveness, Phonics
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Villaume, Susan Kidd; Worden, Thomas – Language Arts, 1993
Suggests that the essence of whole language is students developing literate voices. Discusses a seven-month partnership in which the authors participated in and reflected on literature discussions with small groups of fourth graders. Explores how literate voices are developed in real classrooms. (RS)
Descriptors: Classroom Research, Discussion (Teaching Technique), Grade 4, Intermediate Grades
Oldfather, Penny – 1993
A continuing longitudinal study examined students' perceptions of their learning and motivation in a whole language classroom setting. Subjects, 14 fifth- or sixth-grade students who collaborated in the inquiry as co-researchers, were interviewed in depth. The mixed fifth- and sixth-grade classroom at the "Willow School" in southern…
Descriptors: Classroom Environment, Intermediate Grades, Literacy, Longitudinal Studies
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Harmon, Janis M. – Journal of Adolescent & Adult Literacy, 1998
Explores vocabulary-learning opportunities in a seventh-grade literature-based reading program. Discusses how this program supported vocabulary teaching and learning both explicitly and implicitly, and shows how varying classroom configurations expanded learners' word knowledge and enhanced their word-learning abilities. (SR)
Descriptors: Classroom Research, Grade 7, Junior High Schools, Language Arts
Adams, Marilyn J.; Bruck, Maggie – American Educator, 1995
Examines the research on the central role of decoding in reading, concluding that the position that whole language proponents take in equating learning to read with learning to talk and their reduction of decoding to an incidental place in the curriculum are wrong. The authors argue for a balanced approach to reading instruction. (GR)
Descriptors: Curriculum Development, Decoding (Reading), Educational Quality, Elementary Education
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Freppon, Penny A. – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1994
Presents a case study of a nine-year-old boy's reading and writing difficulties. Notes that instruction grounded in sociopsycholinguistics, whole language, and emergent literacy helped the learner overcome his difficulties. Provides an account of alternative approaches in assessing written language difficulties; and the role of the reader's belief…
Descriptors: Alternative Assessment, Case Studies, Elementary Education, Emergent Literacy
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Cazden, Courtney B. – Educational Psychology: An International Journal of Experimental Educational Psychology, 1992
Contends that becoming literate involves the socialization of attention. Discusses two modes of socialization, revealing and telling. Concludes that the final evaluation of any language theory is relevance to classroom practice. (CFR)
Descriptors: Elementary Education, Language Acquisition, Reading Difficulties, Reading Instruction