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…

A study investigated the decoding automaticity of elementary students when receiving rule-based instruction (as a process of applying syllable and structural analysis rules and limited phonics), and when receiving holistic instruction in a whole language program (exercises in listening, reading and writing, integrated with classroom instruction…

Discusses three children who successfully learned phonics in three very different instructional settings (conventional, whole language, and tutoring in a learning center). Notes that the children developed in similar ways, yet at different rates; the teachers nudged the learners toward literacy development; and writing was a part of the curriculum…

The debate between the whole language approach and the word-centered skills approach to beginning reading instruction is likely to continue into the next decade, so it seems crucial that educators at all levels understand thoroughly the views held by the participants. Advocates of the whole language approach believe effective readers see meaning…

In recent years, the focus on reading instruction has turned to the primary grade levels. Debates over phonics, whole language, and balanced literacy approaches occur among researchers, educators, and parents. Using a balanced approach in the classroom has received the most support from teachers and researchers, according to five related articles…

Examines the research on the central role of decoding in reading, concluding that the position that whole language proponents take in equating learning to read with learning to talk and their reduction of decoding to an incidental place in the curriculum are wrong. The authors argue for a balanced approach to reading instruction. (GR)

Including revisions and updates in all areas, this book functions as a pre-service and in-service teacher self-instructional manual in word recognition skills. The first part of the book discusses the controversy concerning early phonics instruction versus use of the whole language approach, and then discusses consonants, vowels, reading…

Teaching the benefit of systematic instruction in decoding strategies, this self-instruction manual for teachers in word recognition skills stresses reading instruction in an environment that has comprehension as its goal. Quality reading materials constitute the core of this early reading program. New in the sixth edition are additional review…

Examines the problem of children not learning to read well enough for reading to have a positive impact on their lives. It shows that while a large body of research exists on reading instruction, much of this knowledge has not made its way into the classroom. Five points about the reading problem and teaching effectiveness are addressed. (GR)

Examined the acquisition of decoding and spelling skills and the writing fluency of first graders who received either whole-language or traditional basal instruction. Children with high phonemic awareness outperformed those with low phonemic awareness on all literacy measures, regardless of the instructional method used. (MM)