NotesFAQContact Us
Collection
Advanced
Search Tips
Education Level
Audience
Laws, Policies, & Programs
Education Consolidation…2
What Works Clearinghouse Rating
Does not meet standards1
Showing 1 to 15 of 29 results Save | Export
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
Peer reviewed Peer reviewed
Holland, Kathy W.; Hall, Lee Ellis – Reading Improvement, 1989
Compares the effects of basal and whole language approaches on the reading achievement of first grade students. Finds no statistically significant differences in reading achievement between classes taught with a basal approach or with a whole language approach. (RS)
Descriptors: Basal Reading, Comparative Analysis, Grade 1, Longitudinal Studies
Peer reviewed Peer reviewed
Uhry, Joanna K.; Shepherd, Margaret Jo – Reading Research Quarterly, 1993
Notes that experimental subjects were trained to segment and spell phonetically regular words, whereas controls were trained to read letters, words, and text. Finds that trained subjects made significant gains and were better than controls at posttest in measures of reading nonsense words, real words, and oral passages, but not of silent reading…
Descriptors: Grade 1, Instructional Effectiveness, Primary Education, Reading Comprehension
Peer reviewed Peer reviewed
Scarcelli, Steven M.; Morgan, Raymond F. – Reading Improvement, 1999
Assesses the reading achievement of two groups of first grade students receiving instruction with different reading strategies and philosophies. Finds that average and below-average students benefited from a consistent instructional format that utilized direct instruction, authentic literature, and integrated decoding strategies. (NH)
Descriptors: Decoding (Reading), Grade 1, Instructional Effectiveness, Primary Education
Putzi, Simone – 1993
A study examined the position of phonics instruction or direct skill instruction within the context of a whole language, meaning-based approach to reading instruction. A total of 22 first-grade students participated--12 students received instruction in phonics while 10 followed a meaning based curriculum. All were administered a phonics test and a…
Descriptors: Comparative Analysis, Grade 1, Instructional Effectiveness, Phonics
Peer reviewed Peer reviewed
Sears, Sue – Reading Psychology, 1999
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…
Descriptors: Beginning Reading, Error Analysis (Language), Grade 1, Oral Reading
Peer reviewed Peer reviewed
Dahl, Karin L.; Scharer, Patricia L. – Reading Teacher, 2000
Investigates eight first-grade whole language classrooms in terms of what phonics skills and concepts were taught, where phonics instruction occurred, and how it was conducted. Shows gains in ability to decode and encode words for all students. Finds that teachers responded to individual needs of learners, and that skills were taught within the…
Descriptors: Classroom Research, Grade 1, Phonics, Primary Education
Peer reviewed Peer reviewed
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
Duffy, Ann M. – Balanced Reading Instruction, 1997
Describes research projects conducted in a first-grade literature-based reading program; a second-grade fluency-oriented reading instructional program that uses both children's literature and a basal reader; and a second-grade literature/strategy-based program. (RS)
Descriptors: Childrens Literature, Grade 1, Grade 2, Instructional Effectiveness
Peer reviewed Peer reviewed
Milligan, Jerry L.; Berg, Herbert – Reading Improvement, 1992
Assesses the effectiveness of whole language instruction over the course of a school year. Finds that middle and low progressing experimental subjects and experimental males at each of three ability levels attained significantly higher mean scores on a cloze test than did their counterparts in the control group (who used basals). (RS)
Descriptors: Grade 1, Instructional Effectiveness, Primary Education, Reading Achievement
Peer reviewed Peer reviewed
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
Peer reviewed Peer reviewed
McGuinness, Diane; And Others – Reading Research Quarterly, 1995
Trains 94 first graders using a structured phonological reading method emphasizing English phonology and phoneme/grapheme correspondence. Compares to a control group who received a whole-language-plus-phonics approach. Notes that children in all groups improved their phonological awareness by the same amount. Concludes that phonological awareness…
Descriptors: Comparative Analysis, Grade 1, Instructional Effectiveness, Phoneme Grapheme Correspondence
Burns-Paterson, Abigail L. – 1991
A study investigated whether students in whole language based and basal reader approaches would have different concepts of reading when asked to define reading. Subjects, 69 suburban New Jersey first and third graders and 16 New Zealand first graders, were asked 3 questions: "What is reading?"; "What do you do when you read?";…
Descriptors: Basal Reading, Comparative Analysis, Foreign Countries, Grade 1
Hoffman, James V.; And Others – 1993
A study examined the first grade materials in five new basal programs submitted for the 1993 Texas state adoption. (The programs were those of Harcourt Brace Jovanovich; Houghton Mifflin; Scott Foresman; Macmillan/McGraw-Hill; and Silver Burdett Ginn). These series are compared with program materials currently in use in the state. The analysis…
Descriptors: Basal Reading, Comparative Analysis, Grade 1, Primary Education
Griffith, Priscilla L.; Klesius, Janell P. – 1990
A study examined the relationship between reading instruction and the development of decoding and spelling skills and the writing fluency of children with varying levels of phonemic awareness. First grade children from two classrooms in a rural Florida school district who began school high and low in phonemic awareness received either whole…
Descriptors: Analysis of Variance, Basal Reading, Decoding (Reading), Grade 1
Previous Page | Next Page ยป
Pages: 1  |  2