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Willows, Dale – School Administrator, 2002
Describes professional development program in Ontario school district to improve student reading and writing skills. Program used food-pyramid concepts to help teacher learn to provide a balanced and flexible approach to literacy instruction based on student needs. (PKP)
Descriptors: Elementary Education, Phonics, Professional Development, Reading Instruction
Peer reviewed Peer reviewed
Macginitie, Walter H. – Educational Leadership, 1991
Unless educators can learn from past extremes, the current emphasis on literature and whole language instruction may undermine phonics and other necessary principles. Fortunately, a reborn emphasis on writing will assist the development of accurate decoding and stress the phonemic structure of language. Educators must embrace "best" trends and…
Descriptors: Educational Change, Elementary Secondary Education, Language Arts, Phonics
Groff, Patrick – Executive Educator, 1994
Many ideas attributed to the whole-language approach are not new. Whole language demands that literacy instruction be indirect, unsystematic, and nonintensive and that scope-and-sequence charts be abandoned. Experimental research has judged the major tenets of whole language to be erroneous--a point accepted even by whole-language leaders favoring…
Descriptors: Elementary Secondary Education, Immersion Programs, Misconceptions, Phonics
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Simner, Marvin L. – Canadian Journal of Research in Early Childhood Education, 1998
Presents reactions of provinces to position paper issued by the Canadian Psychological Association advocating a balanced approach to teaching reading. Reiterates position that whole-language programs be supplemented with phonological awareness exercises beyond those using initial word sounds to recognize words. Describes a booklet produced with…
Descriptors: Elementary Education, Organizations (Groups), Phonics, Position Papers
Powell, Debbie; Hornsby, David – 1993
Clarifying the place of phonics and spelling in a whole language program, this book presents classroom-tested strategies, models, and activities to help students make graphophonic connections, giving them the tools they need to become confident, lifelong readers and writers. Chapters in the book are: (1) Phonics and Spelling in Perspective; (2)…
Descriptors: Class Activities, Elementary Education, Phonics, Reading Instruction
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Dahl, Karin L.; Freppon, Penny A. – Reading Research Quarterly, 1995
Observes low socioeconomic-level learners during literacy instruction for two years. Finds similarities in learner concern about accuracy. Notes that cross-curricular differences centered on applications of phonics knowledge, responses to literature, coping strategies, and learner perceptions of themselves as readers and writers. Finds a…
Descriptors: Comparative Analysis, Longitudinal Studies, Phonics, Primary Education
Peer reviewed Peer reviewed
Manning, Maryann; Kamii, Constance – Journal of Research in Childhood Education, 2000
Compared the longitudinal effects of phonics and whole-language instruction on kindergartners' reading and writing task performance over one year. Found that the whole-language group made more progress in reading and writing, and with more developmental coherence, than the phonics group. (JPB)
Descriptors: Comparative Analysis, Instructional Effectiveness, Kindergarten, Kindergarten Children
Anderson, Richard C. – 1994
Providing a context for discussion rather than an insider's point of view, this report discusses the current state of reading research. The report reviews differing visions of educational reform of reading instruction espoused by supporters of phonics and by supporters of the whole language approach. The report then proposes four criteria for use…
Descriptors: Critical Reading, Critical Thinking, Educational Change, Elementary Education
Literacy Across Cultures, 1997
This document consists of the two issues published during 1997 of the newsletter of the Japan Association for Language Teaching's national special interest group (N-SIG) on foreign language literacy. The major articles in these two issues are: "How To Develop Reading-To-Do Skills in Engineering Education" (Esko Johnson); "Key…
Descriptors: Classroom Techniques, Computer Literacy, Context Clues, Educational Strategies
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Daniels, Harvey; Zemelman, Steve; Bizar, Marilyn – Educational Leadership, 1999
"Decodable text" devotees say phonics is scientifically superior to the whole-language approach, which supposedly lacks research validation. However, 60 years of research supports holistic, literature-based approaches to literacy. Whole-language instruction is further validated by research on independent reading, cooperative learning, Reading…
Descriptors: Childrens Literature, Cooperative Learning, Decoding (Reading), Educational History
Weaver, Constance; And Others – 1996
Designed for workshops or college courses focusing on professional development and inservice teacher training, this book presents over 200 reproducibles (including transparencies, brochures, and fact sheets) to help parents and administrators understand how reading and writing flourish in whole language classrooms. The book addresses the need to…
Descriptors: Educational Environment, Elementary Education, Inservice Teacher Education, Language Acquisition
Hall, Nigel, Ed. – 1997
This 173-item annotated bibliography contains books on literacy primarily published in 1996 in the United Kingdom, although some books are included which were omitted from the guide for the previous year. In addition to an annotation, each entry provides author's name, full title, number of pages, place of publication and publisher, and ISBN…
Descriptors: Adult Education, Annotated Bibliographies, Childrens Writing, Elementary Secondary Education
Talbot, Virginia – 1997
Designed to offer a balanced instructional approach for language arts, this book combines a systematic phonics program with whole language. It teaches reading skills by using the children's own language, basal readers, poems, and songs, and by emphasizing writing, spelling, listening, and speaking skills. The book includes daily lesson plans,…
Descriptors: Class Activities, Classroom Techniques, Language Arts, Lesson Plans
Peer reviewed Peer reviewed
Klesius, Janell P.; And Others – Reading Research and Instruction, 1991
Examines the differences in the effectiveness of whole language and traditional instruction in end-of-the-year reading, writing, and spelling achievement for children with varying levels of incoming phonemic awareness, reading, and writing ability. Finds that neither program was more likely to close gaps between children high or low in these…
Descriptors: Comparative Analysis, Elementary Education, Grade 1, Instructional Effectiveness
Dahl, Karin L.; Freppon, Penny A. – 1994
A cross-curricular comparison focused on learner interpretations of beginning reading and writing instruction in skills-based and whole language inner-city classrooms across kindergarten and first grade. Subjects, 48 low socioeconomic-status students in four classrooms in two midwestern cities, were observed during literacy instruction twice…
Descriptors: Beginning Reading, Beginning Writing, Comparative Analysis, Inner City