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Giddings, Louise R. – Reading Research and Instruction, 1992
Reviews the literature relative to the theory and practice of literature-based reading instruction. Cites studies that support a holistic, literature-based approach to reading instruction. Suggests that more studies are needed relative to the implementation of literature-based reading programs. (PRA)
Descriptors: Elementary Education, Literature Reviews, Reading Instruction, Reading Research
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Bottomley, Diane M.; Truscott, Diane M.; Marinak, Barbara A.; Henk, William A.; Melnick, Steven A. – Reading Research and Instruction, 1999
Compares whole language, literature-based, and basal reader literacy instruction in terms of the Elementary Reading Attitude Survey, the Reader Self-Perception Scale, and the Writer Self-Perception Scale. Finds that a literature-based approach to reading and writing appeared to exert superior impact on intermediate-aged children's affective…
Descriptors: Affective Measures, Basal Reading, Comparative Analysis, Intermediate Grades
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Reutzel, D. Ray; Sabey, Brenda – Reading Research and Instruction, 1996
Explores whether first-grade students' concepts about reading differed as a function of their teachers' theoretical orientations to reading instruction. Finds that whole language students verbalized more reading strategies than other students, valued and used phonics as much as other teachers and students, and viewed reading books as the central…
Descriptors: Grade 1, Phonics, Primary Education, Reading Attitudes
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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
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Reutzel, D. Ray; And Others – Reading Research and Instruction, 1995
Finds that state-level textbook adoption committee members reported four major unresolved reading issues: (1) assessment of students' reading progress; (2) whole language versus basal approaches; (3) ability grouping; and (4) use of tradebooks in place of basals. Suggests that the members may lack sufficient specific knowledge of the issues to…
Descriptors: Ability Grouping, Elementary Education, Evaluation Methods, Reading Instruction
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Reutzel, D. Ray; And Others – Reading Research and Instruction, 1996
Finds four major unresolved issues, according to state legislators: (1) assessment of students' reading progress; (2) whole language versus basal approaches; (3) use of tradebooks in place of basals; and (4) whether at-risk readers should spend increased time reading or practicing isolated reading skills. Suggests that legislators lack sufficient…
Descriptors: Basal Reading, Evaluation Methods, High Risk Students, National Surveys
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Berglund, Roberta L.; And Others – Reading Research and Instruction, 1992
Examines the instructional beliefs and practices in reading of second and third grade teachers in selected schools in the United States and Australia. Compares the results to those of an earlier study. Finds that changes have occurred in both countries regarding the types of questions posed during reading instruction and the amount of praise used.…
Descriptors: Comparative Analysis, Foreign Countries, Grade 2, Grade 3
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Cantrell, Susan Chambers – Reading Research and Instruction, 1999
Investigates primary classrooms where teachers implemented recommended literacy practices such as: (1) frequently using children's literature; (2) integrating reading and writing; and (3) teaching skills in context. Finds students developed reading and writing skills at higher levels than students in classrooms where teachers used other practices.…
Descriptors: Childrens Literature, Elementary Education, Instructional Effectiveness, Phonics
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Hollingsworth, Paul M.; And Others – Reading Research and Instruction, 1990
Examines the degree to which whole language practices have become a part of reading instruction offered by first grade teachers in six school districts. Finds that teachers spent less than 10 percent of the reading instructional time engaged in practices which could be considered in agreement with whole language theory. (MG)
Descriptors: Classroom Environment, Grade 1, Instructional Effectiveness, Primary Education
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Klesius, Janell P.; And Others – Reading Research and Instruction, 1991
Examines the differences in the effectiveness of whole language and traditional instruction in end-of-the-year reading, writing, and spelling achievement for children with varying levels of incoming phonemic awareness, reading, and writing ability. Finds that neither program was more likely to close gaps between children high or low in these…
Descriptors: Comparative Analysis, Elementary Education, Grade 1, Instructional Effectiveness