Whole Language vs. Phonetic Reading Instruction
Greetings. The following materials are intended to provide an introduction to the debate between whole Language and phonetic reading instruction. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Chia-Hui Lin
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Whole Language or Phonics?
Not "either/or" but "both/and": Phonics and Whole Language
Phonics and Whole Language Learning: a Balanced Approach to Beginning Reading
Phonics vs. Whole Language Which is Better?
Whole Language Vs. Integrated Language Vs. Phonics
Phonics in Whole Language Classrooms
Phonics vs. Whole Language
The Best of Both Worlds
Report on Learning Disabilities Research
Citations from the ERIC Database
AN: ED445320
AU: Ediger,-Marlow
TI: Issues in Reading Instruction.
PY: 2000
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED445320
DE: *Phonics-; *Reading-Achievement; *Reading-Instruction; *Whole-Language-Approach
DE: Elementary-Education; Public-Schools; Student-Needs; Teacher-Role
AB: Presently, reading is much discussed by senators, representatives, and state legislatures--the debate is on the following issues in reading instruction: (1) having all students in public school achieve at grade level as a reading minimum; (2) accountability of teachers for student achievement; (3) teachers having high achievement expectations from each student; (4) teacher testing to demonstrate teaching skills/abilities; and (5) educational bankruptcy laws and vouchers for schools whose students do poorly on tests. What is minimized or avoided in the discussion is what legislative bodies can do, such as provide moneys for constructing school buildings, give verbal and moral support to the public schools, and offer adequate salaries to teachers. An issue that has been with reading specialists for some time is the whole language versus phonics debate. Recommended is the following in phonics instruction: use phonics instruction as needed to assist a student to identify the unknown word; use a more systematic approach if a learner can benefit from phonics to recognize unknown words; use phonics in an informal way to make these learnings enjoyable; use phonics as a functional approach in recognizing unknown words and not phonics for its own sake; and use work book pages in phonics if they serve a useful purpose. Another question arises as to who should sequence student learning in the reading curriculum. These and other issues, such as technology use in reading instruction, need to be discussed with an attempt made at achieving synthesis. (NKA)
AN: EJ604656
AU: Dahl,-Karin-L.; Scharer,-Patricia-L.
TI: Phonics Teaching and Learning in Whole Language Classrooms: New Evidence from Research.
PY: 2000 SO: Reading-Teacher; v53 n7 p584-94 Apr 2000
DE: *Phonics-; *Reading-Achievement; *Reading-Improvement; *Reading-Instruction; *Whole-Language-Approach
DE: Classroom-Research; Grade-1; Primary-Education; Reading-Research
AB: Investigates eight first-grade whole language classrooms in terms of what phonics skills and concepts were taught, where phonics instruction occurred, and how it was conducted. Shows gains in ability to decode and encode words for all students. Finds that teachers responded to individual needs of learners, and that skills were taught within the context of meaningful reading and writing activities. (SR)
AN: EJ604432
AU: Thompson,-Gail-L.
TI: California Educators Discuss the Reading Crisis.
PY: 2000 SO: Educational-Forum; v64 n3 p229-34 Spr 2000
DE: *Phonics-; *Reading-Difficulties; *Teacher-Attitudes; *Whole-Language-Approach
DE: Elementary-Secondary-Education; English-Second-Language; Teaching-Methods
AB: A survey of 117 California educators found that 90% believe there is a reading crisis; they identified multiple factors: teaching methods, lack of parental support, and high numbers of English-as-second-language learners; 60% felt they were inadequately prepared to teach reading. Those who rated their ability excellent or good believed in combining phonics and whole-language approaches. (SK)
AN: ED439402
AU: McCulloch,-Myrna-T.
TI: Which Builds Stronger Language Arts Skills--Workbooks or Direct Instruction? Will Teachers Spend Their Time Dispensing Consumable Worksheets or Imparting Skills through Direct Instruction? The Continuing Debate Asks Just How Explicit Phonics, Correct Spelling, and Quality Literature or Composition-Based Programs Fit into the Time Frame Teachers Are Given to Solve the Literacy Problem.
PY: 2000
AV: The Riggs Institute, 4185 SW 102nd Ave., Beaverton, OR 97005. Tel: 503-646-9459; Fax: 503-644-5191; e-mail: riggs@riggsinst.org. For full text: http://www.riggsinst.org/language.htm.
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED439402
DE: *Basal-Reading; *Beginning-Reading; *Language-Arts; *Phonics-; *Whole-Language-Approach
DE: Primary-Education; Skill-Development
AB: This paper aims to offer a "fresh look" and to provide some further insights on teaching basic language skills with literature and composition-based "whole" language arts programs (this could include the Core Knowledge Foundation's literature), and on the time and attention this combination deserves in primary-level classrooms. According to experts, beginning students have spoken vocabularies ranging from 4,000 to 24,000 words, so that basal/workbook programs which teach about 175 mostly sight-memorized words in Grade 1 and use them, with necessary repetition, in "Dick and Jane"-type "literature" do not capture the attention of students. Dismissing the potential advantages the whole language movement offers is to ignore the opening reading reformers and explicit phonics and direct instructional advocates have been seeking for the past 70 years. Skills must be taught through direct instruction or work sheets, and direct instructional time permits the use of multi-sensory teaching techniques which address every "learning style" without discrimination. (NKA)
AN: ED439401
AU: McCulloch,-Myrna-T.
TI: Phonics Is Phonics Is Phonics--Or Is It?
PY: 2000
AV: The Riggs Institute, 4185 SW 102nd Ave., Beaverton, OR 97005. Tel: 503-646-9459; Fax: 503-644-5191; e-mail: riggs@riggsinst.org. For full text: http://www.riggsinst.org/artp25.htm.
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED439401
DE: *Literacy-; *Phonics-; *Spelling-; *Whole-Language-Approach
DE: Instructional-Effectiveness
AB: For 60 years, confusion and misinformation have reigned supreme whenever the subject of teaching phonics comes up for discussion. The paper considers various phonics programs, both old and new, and appraises their effectiveness. It also discusses works on phonetics by some well-known researchers and experts in reading, among them Frank Smith, Marilyn Jager Adams, Samuel T. Orton, and Jean Osborne, as well as opinions on education by Ross Perot, William Bennett, and Barbara Bush. Many people speak about phonics but very few have actually defined phonics. Includes the Riggs Institute's phonics list. (NKA)
AN: ED439388
AU: Ediger,-Marlow
TI: Phonics in the Teaching of Reading.
PY: 2000
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED439388
DE: *Beginning-Reading; *Phonics-; *Reading-Instruction; *Reading-Skills; *Whole-Language-Approach
DE: Elementary-Education; Student-Needs; Word-Recognition
AB: This paper begins with an overview of necessary word recognition skills and the debate between use of phonics versus whole language. The paper gives a useful 5-step strategy for decoding unfamiliar words: (1) use context clues; (2) try the sound of the initial consonant, vowel, or blend in addition to context clues; (3) check for structural clues; (4) use phonics generalizations to sound out as much of the word as necessary; and (5) consult the dictionary. It then discusses phonics integrated with content from reading, contends that there are suitable times to teach phonics, and outlines some basic principles in teaching phonics. The paper emphasizes that phonics should be taught as a means to an end, not an end in and of itself. The paper then discusses the different philosophies of phonics instruction: advocates of the basics believe that there is a core of phonics principles and generalizations that students should learn and use, while there are other teachers who emphasize a strong program of phonics instruction with a well-developed scope and sequence. Individualized reading, a holistic approach in reading instruction, is also discussed in the paper, as is behaviorism and the reading curriculum. The paper concludes with a consideration of objectives in the teaching of reading. (NKA)
AN: EJ599358
AU: Lasken,-Doug
TI: Hooked On Phonics.
PY: 2000 SO: American-Language-Review; v4 n1 p12-14 Jan-Feb 2000
DE: *English-Second-Language; *Phonics-; *Reading-Tests; *Scores-; *Teaching-Methods; *Whole-Language-Approach
DE: Elementary-Education; Second-Language-Instruction
AB: Discusses the move from whole language to phonics instruction in Los Angeles schools in an effort to rescue plummeting reading scores. (Author/VWL)
AN: ED436730
AU: Coles,-Gerald
TI: Misreading Reading: The Bad Science That Hurts Children.
PY: 2000
AV: Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912 ($15). Tel: 603-431-7894; Web site: .
PR: Document Not Available from EDRS.
DE: *Phonics-; *Reading-Instruction; *Reading-Research; *Research-Problems; *Whole-Language-Approach
DE: Instructional-Effectiveness; Primary-Education; Reading-Difficulties
AB: This book examines the studies of leading researchers who have testified in various hearings and promoted policy and legislation on behalf of skills-emphasis learning, especially those financed by the National Institute of Child Health and Human Development (NICHD). The book not only identifies each claim, it also analyzes the research that backs up the claim. Chief among the claims are that: phonemic awareness is the chief causal influence in learning to read; skills-training programs facilitate learning to read and remediate reading problems; research has demonstrated the superiority of skills emphasis over whole language instruction; the effectiveness of a skills-emphasis reading program has been demonstrated in published research; and a brain "glitch" associated with phonemic awareness is responsible for the reading problems of many children. At the beginning of each of the 10 chapters in the book is a summary of the claims and the major criticism of the research discussed in the chapter--these summaries enable the reader to conceptualize and organize the arguments quickly and serve many possible uses, including "talking points," handouts, or overheads for presentation. Each chapter contains extensive notes. (NKA)
AN: ED434307
AU: Ediger,-Marlow
TI: Integrating Whole Language & Phoni
CS: New Options in Teaching Reading.
PY: 1999
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED434307
DE: *Individualized-Instruction; *Instructional-Innovation; *Phonics-; *Reading-Aloud-to-Others; *Reading-Instruction; *Whole-Language-Approach
DE: Library-Materials; Primary-Education
AB: Considering the debate in reading instruction between whole language and phonics, this paper suggests personalizing the teaching of reading using both methods of reading instruction. It gives two examples of how personalized units of reading instruction were used. The paper suggests giving pupils ample opportunities to choose and read a library book of personal choice. Suggesting the use of "Big Books" to be read and discussed together in the classroom, it lists 5 features that make for personalized reading with the Big Book approach. The paper lists 5 ways that the basal reading approach may become more personalized for pupils. Next, it mentions 5 things teachers need to consider when dealing with one-on-one instruction in the classroom. The paper concludes that pupils need to become good readers so that a wholesome self-concept may evolve and utilitarian needs are met through reading proficiently in school and in society. (SC)
AN: EJ587550
AU: Dahl,-Karin-L.; Scharer,-Patricia-L.; Lawson,-Lora-L.; Grogan,-Patricia-R.
TI: Phonics Instruction and Student Achievement in Whole Language First-Grade Classrooms.
PY: 1999 SO: Reading-Research-Quarterly; v34 n3 p312-41 Jul-Sep 1999
DE: *Academic-Achievement; *Beginning-Reading; *Decoding-Reading; *Instructional-Effectiveness; *Phonics-; *Whole-Language-Approach
DE: Grade-1; Primary-Education
AB: Analyzes phonics teaching and learning in eight whole-language first-grade classrooms from October through May. Finds that foundation concepts (phonemic and phonological awareness, phonemic segmentation) and letter-sound relationships were taught and that teachers differentiated phonics instruction based on learned development and ongoing assessments. Documents achievement gains for 178 students. (SC)
AN: ED432729
AU: Ediger,-Marlow
TI: Whole Language versus Phonics (What Is Really the Issue?).
PY: 1999
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED432729
DE: *Beginning-Reading; *Phonics-; *Reading-Instruction; *Student-Needs; *Whole-Language-Approach
DE: Elementary-Education; Instructional-Effectiveness; Public-Schools; Reading-Programs
AB: Much is written and spoken about in terms of whole language versus phonics in early reading instruction in the public schools, but the issue between whole language versus phonics probably pertains to what is needed by individual pupils. There are advantages as well as disadvantages for whole language approaches in reading instruction. Needs differ from pupil to pupil. Thus a learner may need little or no phonics to identify unknown words, while another learner may need much phonics to become a proficient reader. If a pupil cannot identify a word, perhaps phonics instruction is needed at that point. Based on needs, the following individual programs of instruction should be adopted for a personalized program of reading instruction: (1) Reading Recovery; (2) basal texts (carefully chosen); (3) library books; (4) Big Books; and (5) experience charts for early primary grade pupils. If the pupil's needs in reading are looked at, this might well minimize the debate on whole language versus phonics. (Contains 12 references.) (NKA)
AN: EJ583582
AU: Solo,-Len
TI: Adding Extras for Reading Achievement.
PY: 1999 SO: Principal-; v78 n4 p48,50 Mar 1999
DE: *Enrichment-Activities; *Phonics-; *Reading-Achievement; *Reading-Programs; *Recreational-Reading; *Whole-Language-Approach
DE: Nontraditional-Education; Parent-Participation; Primary-Education; Reading-Aloud-to-Others; Reading-Motivation; School-Libraries; Student-Projects
AB: A Cambridge, Massachusetts, alternative public school's basic reading program is a rich combination of whole language and individualized phonics. Other strategies to hook kids on reading include 20-minute recreational reading periods with parent volunteers, a weekly book-bag program, reading buddies, special projects, and community helpers from Harvard University. (MLH)
AN: EJ579720
AU: Bruck,-Maggie; Teiman,-Rebecca; Caravolas,-Marketa; Genesee,-Fred; Cassar,-Marie
TI: Spelling Skills of Children in Whole Language and Phonics Classrooms.
PY: 1998 SO: Applied-Psycholinguistics; v19 n4 p669-84 Dec 1998
DE: *Invented-Spelling; *Phonics-; *Reading-Instruction; *Spelling-; *Whole-Language-Approach
DE: Comparative-Analysis; Grade-3; Graphemes-; Primary-Education; Reading-Comprehension; Reading-Skills; Reading-Tests; Writing-Composition
AB: The spelling skills of grade three children who had received whole-language instruction since they began to learn to read were compared with those of grade three children attending a phonics program. Overall, the phonics group produced more accurate word spellings than the whole-language group. In addition, the phonics children's spelling of nonwords included more conventional, phonologically accurate patterns. (Author/ER)
AN: EJ578063
AU: Simner,-Marvin-L.
TI: The Canadian Psychological Association's Stand on Beginning Reading Instruction.
PY: 1998 SO: Canadian-Journal-of-Research-in-Early-Childhood-Education; v7 n2 p157-58 Nov 1998
DE: *Phonics-; *Reading-Instruction; *Whole-Language-Approach
DE: Elementary-Education; Organizations-Groups; Position-Papers; Professional-Associations; Writing-Instruction
AB: 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 the Canadian Association of School Psychologists providing classroom phonological awareness exercises from successful programs. (KB)
AN: EJ576201
AU: Sherman,-Lee
TI: Seeking Common Ground.
PY: 1998 SO: Northwest-Education; v4 n1 p2-11 Fall 1998
NT: Theme issue topic: "Succeeding at Reading: Literacy in the Early Years." Internet availability: http://www.nwrel.org/nwedu/fall_98/index.html
DE: *Phonics-; *Reading-Instruction; *Teaching-Methods; *Whole-Language-Approach
DE: Beginning-Reading; Early-Childhood-Education; Instructional-Effectiveness; Language-Skills; Phonemics-; Reading-Research; Reading-Skills; Theory-Practice-Relationship
AB: Describes the controversy over phonics versus whole-language reading instruction, and cites research concluding the necessity for combining the two methods to achieve comprehension. Gives examples of practitioner techniques of combining phonemics, phonics, and whole language in early reading instruction. Sidebars highlight key resource publications and the Idaho Reading Initiative. (SAS)
AN: EJ569214
AU: Wilson,-Kay; Norman,-Charles-A.
TI: Differences in Word Recognition Based on Approach to Reading Instruction.
PY: 1998 SO: Alberta-Journal-of-Educational-Research; v44 n2 p221-30 Sum 1998
NT: Theme issue: Literacy in the 21st Century.
DE: *Elementary-School-Students; *Grade-2; *Phonics-; *Reading-Instruction; *Whole-Language-Approach; *Word-Recognition
DE: Cloze-Procedure; Comparative-Analysis; Foreign-Countries; Primary-Education; Teaching-Methods
AB: Various word-recognition tasks were completed by 54 second-grade students from classrooms where reading instruction followed the whole-language approach or the phonics/skill-based approach. A task involving a cloze procedure favored the whole-language approach, but there were no other significant differences between groups. Contains 30 references. (SV)
AN: ED423511
AU: Rosencrans,-Gladys
TI: The Spelling Book: Teaching Children How To Spell, Not What To Spell.
CS: International Reading Association, Newark, DE.
PY: 1998
AV: Order Department, International Reading Association, 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139; Web site: http://www.reading.org
PR: EDRS Price MF01/PC08 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED423511
DE: *Phonics-; *Spelling-; *Spelling-Instruction; *Whole-Language-Approach
DE: Elementary-Education; English-Second-Language; Learning-Disabilities; Middle-Schools; Parent-Participation; Student-Evaluation; Student-Needs; Teaching-Methods
AB: A spelling manual for teachers of intermediate-level (grades 3-6) children, for elementary and middle school teachers working with students who have learning disabilities, and for teachers working with students for whom English is not their first language, this book outlines a methodology that combines whole language and phonetic strategies to teach children to spell as part of the entire language arts program. It acknowledges that spelling must be taught directly but argues that traditional methods of teaching spelling may often fail students. The book advocates the introduction of spelling as a meaningful activity through both structural lessons and the use of "teachable moments" during lessons across all content areas. Following an informational preface, chapters in the book are: (1) Teaching Spelling: An Introduction; (2) What We've Learned from Research; (3) Spelling Goals: How and What Do I Want To Teach?; (4) Generic Spelling Strategies; (5) Ongoing Assessment and Evaluation of Students' Spelling; (6) Getting Started with Spelling Instruction; (7) Guided Word-Study Lessons; and (8) Parents as Spelling Partners. (Contains 59 references and 36 "Black Line Masters," or teaching lessons.) (RS)
AN: EJ567317
AU: Baumann,-James-F.; Hoffman,-James-V.; Moon,-Jennifer; Duffy-Hester,-Ann-M.
TI: Where Are Teachers' Voices in the Phonics/Whole Language Debate? Results from a Survey of U.S. Elementary Classroom Teachers.
PY: 1998 SO: Reading-Teacher; v51 n8 p636-50 May 1998
DE: *Phonics-; *Politics-of-Education; *Reading-Instruction; *Teaching-Methods; *Whole-Language-Approach
DE: Elementary-Education; Elementary-School-Teachers; Reading-Research; School-Surveys; Teacher-Attitudes; Teacher-Behavior
AB: Reports on a nationwide survey of instructional beliefs and practices of elementary public school teachers. Finds that teachers generally do not assume a polar, either/or approach to phonics and whole language, but instead provide children a balanced eclectic program involving both reading skill instruction and immersion in enriched literacy experiences. (SR)
AN: EJ567296
AU: Ediger,-Marlow
TI: Which Word Recognition Techniques Should Be Taught?
PY: 1998 SO: Reading-Improvement; v35 n2 p73-79 Sum 1998
DE: *Decoding-Reading; *Individualized-Reading; *Instructional-Effectiveness; *Phonics-; *Whole-Language-Approach; *Word-Recognition
DE: Primary-Education; Reading-Instruction; Reading-Strategies
AB: Focuses on one procedure in whole-language reading instruction--individualized reading. Pinpoints a need for an adequate supply of appropriate library books to read and opportunities for pupils in a committee to have a group conference with the teacher. Cites selected issues that need resolving when heavy emphasis is placed upon phonics instruction. (PA)
AN: EJ560963
AU: Fowler,-Dorothy.
TI: Balanced Reading Instruction in Practice.
PY: 1998 SO: Educational-Leadership; v55 n6 p11-12 Mar 1998
DE: *Beginning-Reading; *Phonics-; *Reading-Instruction; *Whole-Language-Approach; *Word-Recognition
DE: Educational-Practices; Grade-1; Primary-Education; Reading-Comprehension; Teacher-Role
AB: A first-grade teacher explains how she uses the whole-part-whole reading model with 15 youngsters. Rereading allows students to practice recently learned skills and strategies, while developing fluency and comprehension. Other exercises include reading aloud in pairs, deciphering the daily schedule, discussions of syllable and sound similarities, written reading responses, and journal writing using just-learned phonemes. (MLH)
AN: EJ560962
AU: Strickland,-Dorothy-S.
TI: What's Basic in Beginning Reading? Finding Common Ground.
PY: 1998 SO: Educational-Leadership; v55 n6 p6-10 Mar 1998
DE: *Beginning-Reading; *Holistic-Approach; *Phonics-; *Reading-Instruction; *Whole-Language-Approach
DE: Elementary-Education; Models-; Teacher-Effectiveness; Word-Recognition
AB: As the phonics/whole-language debate continues, a method called "whole-part-whole" provides a balanced conceptual framework for thinking about and planning skills instruction. It addresses the need for teaching that is grounded in fundamental understandings about whole texts (stories, informational books, and poems), allows for indepth focus on special skills, and includes planned practice within a meaningful context. (MLH)
AN: ED418386
AU: Denton,-David-R.
TI: North Carolina Strives for Balanced Reading Instruction.
CS: Southern Regional Education Board, Atlanta, GA.
PY: 1998
AV: Southern Regional Education Board, 592 Tenth Street, N.W., Atlanta, GA 30318 ($2.50 handling fee).
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED418386
DE: *Educational-Practices; *Phonics-; *Reading-Instruction; *Reading-Programs; *Whole-Language-Approach
DE: Case-Studies; Primary-Education; Student-Needs
AB: This paper contends that the most difficult task facing state policymakers is to understand that the strong feelings on both sides of the reading debate may not be truly reflective of the choices before them--it is not a choice between teaching reading through phonics or whole language. The paper states that a good whole language program must include phonics, and that good phonics instruction, while essential, is only part of an effective reading program. The paper discusses the situation in the state of North Carolina as representative of what has been happening across the nation in reading instruction. The paper concludes that policymakers in all states should seek to walk a fine line between the more singleminded positions on either side of the reading debate to promote an approach that really is based on strong evidence of effectiveness: that means a balanced approach, and it means recognizing that "balance" will mean different things for different children and will require being able to assess accurately each child's instructional needs. (NKA)
AN: EJ580639
AU: Hempenstall,-Kerry
TI: The Whole Language-Phonics Controversy: An Historical Perspective.
PY: 1997 SO: Educational-Psychology:-An-International-Journal-of-Experimental-Educational-Psychology; v17 n4 p399-418 Dec 1997
DE: *Educational-History; *Literacy-Education; *Phonics-; *Reading-Instruction; *Whole-Language-Approach
DE: At-Risk-Persons; Early-Childhood-Education
AB: Provides a different perspective on the recent controversy over the competing emphases to beginning reading, known as Whole Language and phonics, by examining the history of disputes about reading education. Helps illuminate the current debate by indicating which issues are novel and which continue unresolved from the past. (DSK)
AN: EJ564018
AU: LaSasso,-Carol-J.; Mobley,-Robert-T.
TI: National Survey of Reading Instruction for Deaf or Hard-of-Hearing Students in the U.S.
PY: 1997 SO: Volta-Review; v99 n1 p31-58 Win 1997
DE: *Basal-Reading; *Hearing-Impairments; *Phonics-; *Reading-Instruction; *Reading-Strategies; *Whole-Language-Approach
DE: Elementary-Education; Instructional-Design; National-Surveys
AB: A survey of 267 instructional programs for children with hearing impairments found that schools continue to use basal readers and the language experience program extensively with students with hearing impairments; however, almost four of every five programs report that they use a whole-language orientation to reading instruction. (Author/CR)
AN: ED433115
AU: Miller,-Edward ed.; Graves-Desai,-Kelly, ed.; Maloney,-Karen, ed.
TI: The Harvard Education Letter, 1996.
CS: Harvard Univ., Cambridge, MA. Graduate School of Education.
PY: 1996 SO: Harvard-Education-Letter; v12 n1-6 Jan-Dec 1996
AV: Harvard Education Letter, P.O. Box 850953, Braintree, MA 02185; Tel: 617-495-3432 (in Massachusetts); Tel: 800-513-0763 (Toll Free outside Massachusetts) ($32 for individuals; $39 for institutions; $40 for Canada/Mexico; $42 other foreign; single copies, $5).
NT: Published six times a year. For 1995-1998 issues, see PS 027 810-813.
PR: EDRS Price MF01/PC02 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED433115
DE: *Block-Scheduling; *Educational-Change; *Incentives-; *Phonics-; *Standards-; *Whole-Language-Approach
DE: Accountability-; American-Indian-Culture; At-Risk-Persons; Dropout-Rate; Elementary-Secondary-Education; Federal-Legislation; History-Instruction; Invented-Spelling; Lecture-Method; Mathematics-Education; Middle-Schools; Multicultural-Education; Newsletters-; Plagiarism-; Reading-Instruction; Science-Education; Stereotypes-; Story-Telling; Student-Attitudes; Theory-Practice-Relationship; Youth-Problems
AB: This document is comprised of volume 12 of the Harvard Education Letter, published bimonthly and addressing current issues in elementary-secondary education. Articles in this volume include the following: (1) January-February--"Early Reports From Kentucky on Cash Rewards for 'Successful' Schools Reveal Many Problems" (Miller), "New Ideas Like Collective Incentives and Skill-Based Pay Raise the Same Old Questions" (Sadowski, Miller); "Recognizing Signs of Stress Is the First Step in Keeping Kids from Living in the Streets" (Posner), (2) March-April--"Whole Language or Phonics? Teachers and Researchers Find the Middle Ground Most Fertile" (Matson), "The Case of Invented Spelling: How Theory Becomes Target Practice" (Miller), "Creating Family Stories Leads Students to a Richer Understanding of U.S. History" (Gow, Davino); (3) May-June--"Perception Versus Reality: School Uniforms and the 'Halo Effect'" (Posner), "Five Reasons Students Plagiarize, and What Teachers Can Do about It" (Tarlin), "Kidding Ourselves about School Dropout Rates" (Fossey), "'But Indians Aren't Real': What Young Children Learn about Native Americans" (Reese); (4) July-August--"Idealists and Cyni
CS: The Micropolitics of Systemic School Reform" (Miller), "Hard-Won Lessons from the School Reform Battle: A Conversation with Ted Sizer," "The Disheartening Work of School Reform" (Sizer); (5) September-October--"Mathematics and Science Standards: What Do They Offer the Middle Grades?" (Wheelock), "Urban Middle-Grades Reform: Foundations Keep Trying" (Lewis); "Goals 2000: Pork or Progress?" (Lewis); and (6) November-December--"Just Like Starting Over: The Promises and Pitfalls of Block Scheduling" (Sadowski), "Getting Kids into the Picture: Student Drawings Help Teachers See Themselves More Clearly" (Tovey), "What's So Bad about the Lecture?" (Birk). Regular features include letters to the editor and summaries of recent educational research. (KB)
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Citations identified with an ED (ERIC document) number are available in ERIC microfiche collections at over 1000 locations worldwide; to identify your local source, connect to the: ERIC Resource Collection.
Documents can also be ordered through EDRS for a fee: email service@edrs.com, tel. (800)443-ERIC. Selected ERIC Documents are available through online ordering via the EDRS's web site
Citations with an EJ (ERIC journal) number are available through the originating journal, interlibrary loan services, or for a fee from the following article reproduction services: Ingenta: email: ushelp@ingenta.com, tel. (800) 296 2221, online order form; or ISI Document Solution: email: ids@isinet.com, tel. (800) 336-4474, (215) 386-4399, online order form
