Descriptor
| Phonics | 2 |
| Reading Instruction | 2 |
| Teacher Role | 2 |
| Whole Language Approach | 2 |
| Beginning Reading | 1 |
| Beliefs | 1 |
| Classroom Environment | 1 |
| Educational Practices | 1 |
| Elementary Education | 1 |
| Grade 1 | 1 |
| Learning Processes | 1 |
| More ▼ | |
Source
| Educational Leadership | 2 |
Publication Type
| Journal Articles | 2 |
| Reports - Descriptive | 1 |
| Reports - Evaluative | 1 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewedMonson, Robert J.; Pahl, Michele M. – Educational Leadership, 1991
Enlarges the phonics/whole language debate by focusing on the classroom teacher's evolving role. Whole language instruction involves a fundamental change in a teacher's belief system concerning classroom culture. A complex paradigm shift is needed from teachers' transmission of knowledge to students' transaction or engagement with constructing…
Descriptors: Beliefs, Classroom Environment, Elementary Education, Learning Processes
Peer reviewedFowler, Dorothy. – Educational Leadership, 1998
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,…
Descriptors: Beginning Reading, Educational Practices, Grade 1, Phonics
