Presents some of the conceptions of balanced instruction. Provides information about the research and theory supporting each one. Describes some of the practical implications for classroom practice. (PA)

Suggests new bases of information that need to be considered in deciding how to handle phonics effectively in beginning reading and writing instruction. Presents a description of phonics instruction in the classroom of a teacher of a whole language kindergarten. (MG)

Finds that six low-income children in two different instructional settings (skills-based and whole language) learned alphabetic concepts and skills necessary for successful reading and writing. Notes that both instructional settings provided explicit phonics instruction (albeit contextualized differently) and time for self-selected reading and for…

Observes low socioeconomic-level learners during literacy instruction for two years. Finds similarities in learner concern about accuracy. Notes that cross-curricular differences centered on applications of phonics knowledge, responses to literature, coping strategies, and learner perceptions of themselves as readers and writers. Finds a…

A study was conducted to shed light on the influence which children's developmental stage in learning to read and the reading instruction they receive have on first-graders' reading concepts. The study provided descriptive information to answer the following questions: (1) Do children from literature-based and skill-based instructional settings…

A cross-curricular comparison focused on learner interpretations of beginning reading and writing instruction in skills-based and whole language inner-city classrooms across kindergarten and first grade. Subjects, 48 low socioeconomic-status students in four classrooms in two midwestern cities, were observed during literacy instruction twice…