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A Critique of Teaching Reading as a Whole-task Venture.
Peer reviewed Peer reviewed
Groff, Patrick – Reading Teacher, 1979
A phonics advocate maintains that claims for results with the method called "assisted reading" or sentence reading are higher than can be expected. (MKM)
Descriptors: Beginning Reading, Phonics, Primary Education, Reading Instruction
The Differences over Reading: The Gap Widens.
Peer reviewed Peer reviewed
Groff, Patrick – Reading, 1980
Reviews research findings that suggest the importance of systematic phonics instruction in beginning reading. Cites arguments against phonics teaching and indicates that they appear unsupportable since they are incompatible with research findings and since they make unwarrantedly negative accusations about the kind of teaching that must be used in…
Descriptors: Beginning Reading, Elementary Education, Phonics, Reading Instruction
The Mythology of Reading: I--Sight Words
Peer reviewed Peer reviewed
Groff, Patrick – Reading Horizons, 1975
Argues that proponents of the sight method must reevaluate some of their advice to teachers in light of recent research. (RB)
Descriptors: Beginning Reading, Primary Education, Reading Instruction, Sight Method
Sight Words: The Humpty Dumpty of Reading Instruction
Peer reviewed Peer reviewed
Groff, Patrick – Reading, 1974
Concludes that the sight method of teaching reading is discredited by recent research findings. (RB)
Descriptors: Beginning Reading, Literature Reviews, Primary Education, Reading Instruction
The Maturing of Phonics Instruction.
Peer reviewed Peer reviewed
Groff, Patrick – Reading Teacher, 1986
Describes the current situation in phonics instruction, citing recent studies supporting its effectiveness. (FL)
Descriptors: Beginning Reading, Educational Theories, Elementary Education, Phonics
The New Anti-Phonics
Peer reviewed Peer reviewed
Groff, Patrick – Elementary School Journal, 1977
Shows two major handicaps in the anti-phonics movement which suggest that the future of the movement is doubtful: (1) the demonstrable weakness in both the theory and method of anti-phonics; (2) the increasing confidence that publishes and editors of widely used basal readers are placing in phonics. (BF/JH)
Descriptors: Beginning Reading, Phoneme Grapheme Correspondence, Phonics, Reading Instruction
Commentary: An Exchange of Views on IRA and Reading Methods.
Peer reviewed Peer reviewed
Groff, Patrick; And Others – Reading Teacher, 1980
Groff argues against an IRA (International Reading Association) position statement assertion that no single method is the best for teaching reading, claiming that the phonics method results in the greatest reading achievement. The IRA Board of Directors replies that the position statement appropriately reflects the diverse views about reading held…
Descriptors: Beginning Reading, Elementary Education, Phonics, Position Papers
Teachers' Opinions of the Whole Language Approach to Reading Instruction.
Peer reviewed Peer reviewed
Groff, Patrick – Annals of Dyslexia, 1991
First and second grade teachers (n=275) were surveyed concerning their knowledge about and attitudes toward the whole-language approach to reading instruction. Findings suggest that many teachers are not persuaded that the whole-language approach to reading instruction is to be preferred over other methods such as intensive phonics instruction or…
Descriptors: Beginning Reading, Knowledge Level, Primary Education, Reading Instruction
Direct Instruction versus Incidental Learning of Reading Vocabulary.
Peer reviewed Peer reviewed
Groff, Patrick – Reading Horizons, 1981
Examines arguments favoring direct teaching of reading vocabulary and those favoring extensive reading to develop vocabulary, concluding that direct vocabulary instruction is still appropriate. (HTH)
Descriptors: Basic Vocabulary, Beginning Reading, Educational Philosophy, Primary Education