Research on whole language suggests its effects on achievement vary markedly from site to site, and differences may be based not on whether a teacher uses it but how it is implemented. Learning-styles research suggests that little is gained from matching children to methods using learning styles. Instead, any approach needs to take into account…

A study was conducted to determine ways in which student learning styles could be accommodated in a whole language classroom. The Reading Style Inventory (RSI) developed by Marie Carbo which follows the Dunn model of learning styles was chosen for the study. The RSI was administered to 10 students in 2 second/third combination grade whole language…

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…

A program was designed to improve the reading skills of the second grade at-risk students in a suburban K-6 elementary school located northwest of Chicago, Illinois. The second grade at-risk students could not read fluently at the conclusion of the academic school year, and consequently did not exhibit strong reading comprehension skills. A…

A study was conducted to address the problem of all students not learning to read in the same manner when the instruction was limited to only one approach, that of the basal reader with its phonics emphasis. The Reading Style Inventory, the Swassing-Barbe Modality Index, and the Bradway Quick Check were administered to the students attending the…