New Zealand's approach to literacy instruction is predominantly whole language. Explicit code-orientated literacy instruction is not favoured, however, most teachers are believed to include phonics in their literacy lessons. No study has been reported on phonics use in New Zealand schools. Survey responses on the use of phonics instruction from…

This study investigated the effects of using an interactive e-story for early literacy instruction on word recognition, story comprehension and story application. The study was conducted in two classrooms in the southern border provinces of Thailand with ethnic minority children at the kindergarten level. The samples consisted of 60 children who…

This review of research on reading instruction uses an interactive model to identify learner characteristics, learning conditions, and language processes that are best treated through a meaning-oriented or a code-emphasis instructional program. Resulting instructional guidelines are offered. (Author/DB)

Discusses ways that whole-language teachers can address the concerns raised by parents and others about why they do not teach phonics in isolation, drill students on sight words, or expect word-perfect oral reading. Notes that teachers often need to explain and justify their expertise and teaching methods to individuals not familiar with the…

Various word-recognition tasks were completed by 54 second-grade students from classrooms where reading instruction followed the whole-language approach or the phonics/skill-based approach. A task involving a cloze procedure favored the whole-language approach, but there were no other significant differences between groups. Contains 30 references.…

This booklet is part of a series of seven booklets designed to introduce aspects of effective reading instruction that should be considered when teaching reading to students with disabilities. It focuses on essential skill building and teaching activities related to developing a child's ability to recognize and read whole words. The methods…