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Preston, Teresa – Phi Delta Kappan, 2022
Reading instruction has been the subject of significant controversy for more than five decades, and Kappan has allowed advocates of many different types of reading instruction to make their cases in the magazine's pages. Teresa Preston chronicles the history of the reading wars as they played out in Kappan. Researchers and scholars have debated…
Descriptors: Reading Instruction, Phonics, Reading Strategies, Whole Language Approach
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Fisher, Douglas; Frey, Nancy; Lapp, Diane – Journal of Education, 2023
The term "balanced literacy" was popularized in the mid-1990s to describe a middle ground in terms of text selection, instruction, skills, and strategies. The intention was to merge the promising elements of whole language and phonics. Interactions with educators and literacy leaders across the country currently suggest that a term that…
Descriptors: Experienced Teachers, Teacher Attitudes, Literacy Education, Definitions
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Semingson, Peggy; Kerns, William – Reading Research Quarterly, 2021
In this historical analysis, we examine the context of debates over the role of phonics in literacy and current debates about the science of reading, with a focus on the work and impact of the late literacy scholar Jeanne Chall. We open by briefly tracing the roots of the enduring debates from the 19th and 20th centuries, focusing on beginning…
Descriptors: Reading Research, Phonics, Literacy, Beginning Reading
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Caroline R. van der Mescht – Reading & Writing: Journal of the Literacy Association of South Africa, 2023
Background: In the context of the ongoing crisis in early reading literacy in South Africa, this article gives insight into teacher practices which reduce learners' opportunities to read continuous text for meaning. Aim: This ethnographic study investigated the microcosm of teacher practices in well-resourced environments. Setting: A purposive…
Descriptors: Reading Instruction, Reading Strategies, Phonics, Grade 1
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Alexander, Patricia A. – Reading Research Quarterly, 2020
The purpose of this article is to look anew at the concepts of reading, reading development, and reading research as they exist beyond the boundaries of the "science of reading" controversy. The context for this reconceptualization is reading in the digital age and the challenges that today's readers confront daily. Those challenges…
Descriptors: Phonics, Reading Research, Whole Language Approach, Barriers
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Solity, Jonathan – Review of Education, 2022
There have been few areas in England over the last 50 years where government has drawn more heavily on research to inform policy and practice than in the area of teaching reading. The focus of this article is an analysis of the research and evidence on early reading, in particular the role of phonics, on which government policy in England and the…
Descriptors: Educational Psychology, Reading Instruction, Educational Policy, Public Policy
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Bowers, Jeffrey S. – Educational Psychology Review, 2020
There is a widespread consensus in the research community that reading instruction in English should first focus on teaching letter (grapheme) to sound (phoneme) correspondences rather than adopt meaning-based reading approaches such as whole language instruction. That is, initial reading instruction should emphasize systematic phonics. In this…
Descriptors: Reading Instruction, Meta Analysis, Phoneme Grapheme Correspondence, Foreign Countries
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Patrick O'Connor – Australian Journal of Language and Literacy, 2020
A decade after the publication of Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement, the influence of John Hattie's statistical work continues to grow. This paper critically examines one aspect of Hattie's 'synthesis' of education meta-analyses, his summation of research data for whole language literacy teaching. Of…
Descriptors: Teaching Methods, Literacy Education, Whole Language Approach, Meta Analysis
Kelly Robson Foster; Tanvi Kodali; Bonnie O’Keefe; Andrew J. Rotherham; Andy Jacob – Bellwether, 2024
Improving reading instruction is one of the hottest topics in K-12 education today. It is also one of the most complex, encompassing pedagogy, policy, and politics -- all rooted in a long history of arguments about the best way to teach kids to read. This analysis is a primer on the "Science of Reading" and efforts to implement it across…
Descriptors: Reading Research, Educational Trends, Educational Policy, Reading Instruction
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Robinson, Joyce M. – Journal for the Advancement of Educational Research International, 2018
This paper presents an evaluation of two reading methods, phonics-based instruction and whole language learning, for English Language Learners (ELLs) and discusses the learning theories, behaviorism and constructivism that are associated with each method, respectively. The study took place in a K-12 international school, with 110 Grade 1 subjects…
Descriptors: English Language Learners, Teaching Methods, Reading Achievement, Grade 2
Gentry, J. Richard; Ouellette, Gene P. – Stenhouse Publishers, 2019
With the concise and readable "Brain Words," you will learn how children's brains develop as they become readers and discover ways you can take concrete steps to promote this critical developmental passage. Introducing their original, research-based framework of "brain words"--dictionaries in the brain where students store and…
Descriptors: Neurological Organization, Brain Hemisphere Functions, Class Activities, Thinking Skills
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Chapman, James W.; Greaney, Keith T.; Arrow, Alison W.; Tunmer, William E. – Australian Journal of Learning Difficulties, 2018
New Zealand's approach to literacy instruction is predominantly whole language. Explicit code-orientated literacy instruction is not favoured, however, most teachers are believed to include phonics in their literacy lessons. No study has been reported on phonics use in New Zealand schools. Survey responses on the use of phonics instruction from…
Descriptors: Phonics, Cues, Literacy Education, Whole Language Approach
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Glavach, Matthew; Pribyl, Warren – Journal of the American Academy of Special Education Professionals, 2018
The study presents a reading intervention for children having a variety of reading deficits. For this study it was found that most of the children had not responded positively to phonics instruction. Based on brain imaging studies, it has been shown that there are positive changes in the left brains of readers with dyslexia who receive phonemic…
Descriptors: Whole Language Approach, Reading Instruction, Language Rhythm, Phonics
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Kovelman, Ioulia; Salah-Ud-Din, Maha; Berens, Melody S.; Petitto, Laura-Ann – Cogent Education, 2015
In teaching reading, educators strive to find the balance between a code-emphasis approach and a meaning-oriented literacy approach. However, little is known about how different approaches to literacy can benefit bilingual children's early reading acquisition. To investigate the novel hypothesis that children's age of first bilingual exposure can…
Descriptors: Bilingualism, Reading, Reading Instruction, Spanish
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Ihmeideh, Fathi; Coughlin, Chris – Asia-Pacific Journal of Teacher Education, 2015
Much attention has been given to the impact of cooperative teachers on the pedagogical behaviour of student teachers. In many cases, however, cooperating teachers gain as much from the student teacher as the student teacher acquires from them. This study was designed to elicit answers to the following two questions: (1) What are the perspectives…
Descriptors: Student Teachers, Early Childhood Education, Cooperating Teachers, Reading Instruction
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