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Fang, Zhihui – Journal of Research in Reading, 2002
Investigates young children's developing understanding of three essential features of book language (i.e. autonomy, conventionality, unique grammar) in two curricular genres (i.e. narrative and expository) in a literature-based, multigrade (1st-3rd) classroom. Demonstrates emergent understanding of autonomy, limited familiarity with…
Descriptors: Literature Appreciation, Multigraded Classes, Primary Education, Reading Instruction
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Stanovich, Keith E.; Stanovich, Paula J. – Journal of Research in Reading, 1995
Outlines a strategy for resolving disputes between the whole language and phonics camps in reading instruction. Reviews research on the role of context in word recognition, the process of reading acquisition, and analytic versus holistic approaches to reading acquisition. Suggests that the way is clear for whole language advocates to reconstitute…
Descriptors: Beginning Reading, Context Clues, Elementary Education, Literature Reviews
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Juel, Connie – Journal of Research in Reading, 1995
Suggests that abandoning controlled vocabulary texts on the assumption that reading is a psycholinguistic guessing game was wrong. Claims that the current emphasis on strategy instruction, scaffolded reading experiences, and the use of writing to foster letter-sounds may provide good outcomes for those teachers and children who dreaded reading…
Descriptors: Beginning Reading, Elementary Education, Literature Reviews, Reading Instruction