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| Pressley, Michael | 3 |
| Bogner, Kristen | 1 |
| Dolezal, Sara | 1 |
| Rankin, Joan | 1 |
| Rankin-Erickson, Joan L. | 1 |
| Raphael, Lisa M. | 1 |
| Roehrig, Alysia | 1 |
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| Journal Articles | 3 |
| Information Analyses | 2 |
| Guides - Non-Classroom | 1 |
| Opinion Papers | 1 |
| Reports - Research | 1 |
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Peer reviewedPressley, Michael; Rankin, Joan – Learning Disabilities Research and Practice, 1994
This literature review contends that whole-language approaches to reading are not well supported by scientific analyses of reading and reading instruction. The paper argues that whole language is not the preferred approach of outstanding primary and special education teachers, who favor instruction which balances decoding instruction and…
Descriptors: Decoding (Reading), High Risk Students, Literacy Education, Primary Education
Peer reviewedRankin-Erickson, Joan L.; Pressley, Michael – Learning Disabilities: Research & Practice, 2000
A survey of 31 teachers nominated as "effective" in teaching literacy skills to elementary students with reading disabilities found teachers reported instructional practices that included components of whole language and direct instruction approaches. In general, the greater the needs of students, the more direct instruction they…
Descriptors: Classroom Techniques, Elementary Education, Instructional Effectiveness, Reading Difficulties
Peer reviewedPressley, Michael; Roehrig, Alysia; Bogner, Kristen; Raphael, Lisa M.; Dolezal, Sara – Focus on Exceptional Children, 2002
This article reviews the evidence for balanced literacy instruction in the elementary years. The case is made that the balanced instructional model is particularly appropriate and beneficial for students who have initial difficulties in learning to read and write. Key features of successful reading instruction programs are described. (Contains…
Descriptors: Beginning Reading, Elementary Education, Holistic Approach, Learning Disabilities
