In this historical analysis, we examine the context of debates over the role of phonics in literacy and current debates about the science of reading, with a focus on the work and impact of the late literacy scholar Jeanne Chall. We open by briefly tracing the roots of the enduring debates from the 19th and 20th centuries, focusing on beginning…

A study investigated whether instruction in spelling would affect acquisition of the alphabetic strategy by beginning readers. Subjects, 28 beginning first- and second-graders of average or above-average intellectual ability in whole language classrooms, participated in small group training for two 20 minute periods a week for 6.5 months.…

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…

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…

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…

Dissatisfied with traditional approaches to beginning reading practices dominated by phonics, basal reading series, and workbooks, and more importantly, influenced by research and knowledge about how children learn to read, teachers/educators launched a grass-roots whole language movement in the early 1980s. However, the term "whole…

Considers two different views of beginning reading, one emphasizing the alphabetic nature of written language and the other focusing on contextual, as opposed to graphic, information. Examines different perspectives by evaluating oral reading errors in 15 first graders. Results support the influence of instructional approach on children's…

Explains new research findings about how children learn letter-sound correspondences, relates the findings to whole-language reading instruction, and outlines a theory for how children acquire the letter-sound system without direct instruction in phonics. Describes recent findings on phonological processes involved in learning letter-sound…

The debate among major theorists of the whole-language approach (Kenneth Goodman and Frank Smith) and their critics (e.g., Philip Gough) is summarized. It concludes that the Goodman/Smith theoretical position has not stood the test of time, though some of their instructional recommendations may be valid for other reasons. (Author/DB)

Beginning readers and proficient readers can be characterized by using research found in professional journal articles and other educational sources. Learning to read requires numerous abilities, several of which are acquired before a child begins school; this time period between birth and when a child begins school is called the "emergent…

Identifies quantitative research regarding whole language. Includes studies on preschool literacy, literature and basal reading, at-risk first grade children, whole language and traditional approaches to beginning reading, students' writing ability, whole language and older students, and implementation. Concludes that whole language may be more…

A practicum designed to help prospective teachers explore instructional approaches that differ from their intrinsic beliefs about how reading should be taught is described in this report. Particular emphasis was placed on using the whole language approach, as opposed to the more traditional basal reader or skills oriented approaches to reading.…

Examines the first-grade materials in five new basal programs submitted for the 1993 Texas state adoption, comparing them with program materials currently in use in the state. Finds substantial changes in the more recent series. Interprets findings in terms of historical trends as well as recent developments in the literature-based and…

Three studies examined sources of learning by which children, very early in learning to read, formed correspondences between letters and phonemes when these were not explicitly taught in the whole-language instruction they received. Findings of these studies have implications for the question of how early in learning to read children are able to…

This is a book about effective elementary literacy instruction, intended for the many constituencies who have a need to know about what works to develop readers in elementary school. It suggests that since the initial publication of this book, the research support for balanced literacy instruction has continued to grow. This revised and updated…