Whole language is a response to the increased knowledge base about language, literacy, and learning. Whole language educators believe that teachers should have direct access to this knowledge base and be supported in their efforts to use it to inform instructional decisions. This response stands in contrast to more traditional responses in which…

Students in 4 sections of a college reading and study strategies course at a comprehensive midwestern university (part of a special admission program for low achieving students) completed an open-ended assignment in which they wrote about their memories of learning to read. A free-form analysis sheet was developed to sort out the information in…

Following up on earlier studies, the study reported in this paper further examined analogy as a source of interference to learning. Subjects, 103 undergraduate students randomly divided into three groups, studied a passage on Manichaeism with the aid of one of three forms of study guides: one having students generate comparisons between…

A study explored the nature of whole language as compared to the basal program for the years 1990-1991 and 1991-1992. The samples of pupils involved were from the eight elementary schools, housing grades kindergarten through grade five, in East Brunswick, New Jersey. The students have been instructed for many years in the basal approach. Since…

A study investigated the attitudes toward reading of third-grade students involved in a whole language program. The sample consisted of 71 students--48 students participated in the study group, and a control group consisted of 23 students. The independent variables were participation status, gender, socioeconomic status, race, qualification for…

A study determined if there was a correlation between reading achievement of children in grade two and the amount of time they spent watching television. Thirteen second-grade students responded to a survey given to determine the number of hours they spent reading and the number of hours they watched television over a three-week period. The number…

A study investigated whether instruction in spelling would affect acquisition of the alphabetic strategy by beginning readers. Subjects, 28 beginning first- and second-graders of average or above-average intellectual ability in whole language classrooms, participated in small group training for two 20 minute periods a week for 6.5 months.…

A Study was conducted to test the hypothesis proposed by J. S. Symmes and J. L. Rapoport that a sex-linked recessive gene might account for the good spatial ability found among dyslexic readers, the familial pattern of the disorder, and the frequently reported sex ratio of three affected males to one female. Spatial/reasoning ability scores were…

With the exception of transfer-type experimental designs, none of the statistical methods proved satisfactory for isolating reading subskills. (RB)

Examines the degree to which visual perceptual training plus remediation affect the achievement of reading skills of children initially diagnosed as poor perceivers. (RB)

Reveals that community college reading students are as knowledgeable of efficient reading techniques as the sociology students are. (RB)

Provides readability levels for Newbery award winning books commonly read by elementary and secondary students. (RB)

Describes a tactile technique that draws letters on the skin as an approach to teaching children to begin reading and writing. Describes the development and use of a letter machine with normal beginning readers and dyslexic children. (GS)