This paper presents an evaluation of two reading methods, phonics-based instruction and whole language learning, for English Language Learners (ELLs) and discusses the learning theories, behaviorism and constructivism that are associated with each method, respectively. The study took place in a K-12 international school, with 110 Grade 1 subjects…

In teaching reading, educators strive to find the balance between a code-emphasis approach and a meaning-oriented literacy approach. However, little is known about how different approaches to literacy can benefit bilingual children's early reading acquisition. To investigate the novel hypothesis that children's age of first bilingual exposure can…

Data from two different sites were used to examine how exposure to a highly academic curriculum is related to growth in beginning literacy and early reading skills from kindergarten through the end of third grade. In one site students in one school used the Direct Instruction (DI) program, "Reading Mastery (RM)", from kindergarten…

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…

A practicum sought to measure and document real learning in natural circumstances through the use of whole language assessment techniques involving observation checklists on which skills for the language arts (writing, spelling, reading) were listed. Skills were measured using descriptor words such as "stable,""evident," and…

Considers the relationship of teacher questioning to resultant student questions in a whole language, literature-based classroom. Finds that the teacher provided numerous opportunities for students to continually formulate questions, helping students to master the difficult art of asking questions at different levels of inquiry. (RS)

A practicum was designed and implemented to foster 24 second graders' literacy and language development via child-centered as opposed to curriculum-centered experiences. The primary goal was to improve students' quality and quantity of writing by allowing extra time, much exposure to more and various non-basal literature, hands-on activities, and…

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)

This study describes curricular change from a skills-based, basal reader approach to a whole-language approach to reading instruction from the perspective of a second grade teacher engaged in self-initiated curricular development. A significant concern that emerged was modifying class routine and organization to reflect a different instructional…

The purpose of this study was to determine the effectiveness of whole language versus phonics on reading achievement. Four second-grade students participated--two were chosen for a control sample in which they were taught using the modified whole language approach; and two were chosen for the experimental sample and were taught using the modified…

Describes a collaborative professional development project designed to bring whole language knowledge to more classroom teachers. Discusses one staff developer's work with a second grade teacher. Argues that staff developers must (1) know and respect teachers; (2) provide ongoing support; and (3) link theory and practice. Concludes that staff…

Contains a vignette of a second grade classroom in which a whole language approach is used to teach reading and writing. Defines and describes whole language theory, practice, and goals. Offers guidelines to facilitate the process of changing from the basal to the holistic approach. (PRA)

Two separate research methodologies, quantitative analysis and qualitative analysis, were employed to determine the differences in second grade children on method of reading instruction. Fifty children in two classrooms from one school in North Carolina were subjects. One of the two teachers employed a literature based methodology, while the…

Describes a classroom in which the teacher has developed a sense of community through her emphasis on whole-language instruction. Describes the organizational patterns of both the teacher's and the children's activities in this exemplary whole-language classroom. Documents instances of collaboration and student choice. (SR)

Several elementary teachers present school-tested ideas for student assessment and activities for teaching writing. The article describes how one school conducted student assessment using a new checklist system and portfolios. Information is presented on schools that integrated literature, art, life skills, math, and role playing to teach writing.…