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Preston, Teresa – Phi Delta Kappan, 2022
Reading instruction has been the subject of significant controversy for more than five decades, and Kappan has allowed advocates of many different types of reading instruction to make their cases in the magazine's pages. Teresa Preston chronicles the history of the reading wars as they played out in Kappan. Researchers and scholars have debated…
Descriptors: Reading Instruction, Phonics, Reading Strategies, Whole Language Approach
Murray, Maria S.; Munger, Kristen A.; Hiebert, Elfrieda H. – Elementary School Journal, 2014
In this study, the student texts and teacher guides of two reading intervention programs for at-risk, first-grade students were analyzed and compared: Fountas and Pinnell's "Leveled Literacy Intervention" (LLI) and Scott Foresman's "My Sidewalks" (MS). The analyses drew on the framework of available theory and…
Descriptors: Reading Programs, Intervention, Reading Instruction, Comparative Analysis

Otto, Wayne – Journal of Reading, 1986
Offers a humorous perspective on being a proponent of the whole language approach to reading instruction in the face of those who favor phonics and specific skill instruction. (SRT)
Descriptors: Humor, Phonics, Reading Instruction, Reading Research
Koehler, John; And Others – 1971
The research reported here was designed to examine a number of factors that findings from verbal learning studies indicate should affect the recall and transfer of word identification materials. Sight word and phonics-based or rule-based learning were investigated in 112 kindergarteners who were identified as nonreaders. Groups were trained on…
Descriptors: Beginning Reading, Kindergarten Children, Phonics, Primary Education
Learning to Read: The Great Debate 20 Years Later--A Response to "Debunking the Great Phonics Myth."
Chall, Jeanne S. – Phi Delta Kappan, 1989
Criticizes Marie Carbo's article, "Debunking the Great Phonics Myth" (in Kappan's November 1988 issue), for waging a relentless debate against phonics and falsely attributing low U.S. reading achievement scores to a phonics emphasis. Clears up confusions and inaccuracies in Carbo's article concerning first and second editions of the…
Descriptors: Elementary Education, Phonics, Reading Research, Reading Strategies

O'Connor, Rollanda E.; Padeliadu, Susana – Reading and Writing: An Interdisciplinary Journal, 2000
Presents a study where 12 poor readers of first grade were randomly assigned to one of two daily tutoring conditions designed to teach children to read regularly spelled short words by either blending sounds to form words, or cumulative introduction of whole words. Finds no initial difference, but finds different results in delayed posttest one…
Descriptors: Grade 1, Phonics, Primary Education, Reading Difficulties
Emans, Robert – Elem Engl, 1969
Descriptors: Beginning Reading, Linguistics, Phonics, Reading Instruction

Barr, Rebecca C. – Reading Research Quarterly, 1972
Descriptors: Grade 1, Phonics, Reading Instruction, Reading Research

Foorman, Barbara R.; Francis, David J.; Winikates, Debbie; Mehta, Paras; Schatschneider, Christopher; Fletcher, Jack M. – Scientific Studies of Reading, 1997
Examines effectiveness of three different reading interventions in reading disabled second and third graders. Compares growth in phonological and orthographic processing and word reading. Finds the most significant mediator of intervention effects was initial differences in phonological and orthographic processing skills. Concludes that synthetic…
Descriptors: Early Intervention, Instructional Effectiveness, Phonics, Primary Education
Goldwater-Rozensher, Susan; Hebard, Amy J. – 1978
A combination of case study observation and mini-experimentation techniques were used to examine a number of issues of relevance in the study of the acquisition of beginning reading skills. Six children were divided equally among three instructional modes: phonics, whole word, and mixed. They were asked to decode and encode words, and their…
Descriptors: Beginning Reading, Decoding (Reading), Elementary Education, Phonics
Mathews, Mitford M. – 1976
The history of teaching people to read is explored from the introduction of the Greek alphabet about 3,000 years ago to the present renewed interest in sound symbol relationships. Greek schoolboys were required to learn first the alphabet in order, next commonly used syllables, and then words. English was first written in the Latin alphabet using…
Descriptors: Alphabets, Beginning Reading, Decoding (Reading), Elementary Education

Peoples, Arthur C.; Nelson, Rosemery O. – Journal of Reading Behavior, 1977
This study examined the differences in total number of eye movements, direction of the reading scan, and total scanning time of good and poor second-grade readers who were being taught reading by either the phonics or sight-recognition method. (HOD)
Descriptors: Beginning Reading, Comparative Analysis, Eye Movements, Grade 2

Kibby, Michael W. – Reading Research Quarterly, 1979
Reports on an investigation of the effects of teaching first grade children two sets of six words by phonics and sight word methods in three instructional conditions with either a selection or production response. (MKM)
Descriptors: Beginning Reading, Grade 1, Phonics, Primary Education
Webber, Margaret Sharp – 1972
The purposes of this study were to determine (1) if it is possible to predict which children will develop word recognition deficits based on levels of articulation proficiency and auditory discrimination ability; (2) the effect of two different instructional approaches for beginning reading, phonics, and whole-word approach; and (3) if first grade…
Descriptors: Auditory Discrimination, Beginning Reading, Grade 1, Phonics

Cardoso-Martins, Claudia – Scientific Studies of Reading, 2001
Investigates strategies beginners use to learn to read words in a relatively regular writing system, Brazilian Portuguese. Finds strategies used depend on the method of instruction (phonics or whole-word), similar to what happens for children learning to read English. Suggests any differences between children learning to read more or less…
Descriptors: Beginning Reading, Decoding (Reading), Instructional Effectiveness, Phonics