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Download full textDenton, David R. – 1998
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…
Descriptors: Case Studies, Educational Practices, Phonics, Primary Education
PDF pending restorationVartenisian, John P. – 1998
This study is a retrospective examination of elements that influenced one elementary school staff to initiate and implement a school-wide innovation in their reading program in 1990-91. This school served 315 preschool children through grade three in a small town set in the rural countryside. Case study methodology was used to discover how the…
Descriptors: Administrator Role, Case Studies, Early Intervention, Educational Change
Matz, Karl A. – 1989
A study demonstrated that young children who have difficulty with phonics can be taught to read through other methods, that phonics is only one of the many useful strategies that a child can employ, and that many contextual strategies are easier to learn and more reliable than phonics. A case study was conducted during an intervention with a young…
Descriptors: Beginning Reading, Case Studies, Emergent Literacy, High Risk Students
Gifford, Myrna R.; Cochran, Judith A.; Graham, Glenn; Hudson, Lynne; Wiersma, William – 2001
During the 2000-2001 school year, an 18-month evaluation of Ohio's Phonics Demonstration Program (PDP) was conducted by the same evaluation team that had conducted a similar evaluation in 1997. In addition to evaluating phonics instruction in PDP schools, the evaluation also addressed the preparation of teachers for reading/phonics instruction in…
Descriptors: Case Studies, Demonstration Programs, Educational Practices, Longitudinal Studies
Peer reviewedChapman, Marilyn L. – Young Children, 1996
Discusses the developmental aspects of the relationship between speech and print and examines the debate as to whether first-grade students acquire phonemic awareness by reading and writing the language or whether that awareness is best arrived at by direct teaching of phonics. Presents case study of one first grader's literacy development. (ET)
Descriptors: Beginning Writing, Case Studies, Elementary School Curriculum, Emergent Literacy
Allen, JoBeth – 1983
To provide the most effective instruction, materials, and support for beginning readers, teachers need to know if young children are more likely to process from print to meaning-- bottom-up or text-driven processing--or to interpret print to follow meaning--top-down or concept-driven processing. While some studies reveal a correlation between…
Descriptors: Basal Reading, Beginning Reading, Case Studies, Context Clues
