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ERIC Number: ED371297
Record Type: Non-Journal
Publication Date: 1994
Pages: 29
Abstractor: N/A
Reference Count: N/A
Whole Language and Reading Achievement: Review of the Literature.
Hsu, Yuehkuei
A review of research on the effects of whole language suggests that no one approach to teaching reading is distinctly better in all situations and respects than other methods. The whole language approach has been described as a "top-down" theory of reading which emphasizes the importance of teaching language as a whole entity as contrasted with a skills-oriented approach associated with the "bottom-up" model of reading. Although whole language has an appeal to many teachers, educators, and researchers, and has been a popular topic in journals, workshops, and conferences, in scholarly professional journals the definition of whole language remains ambiguous and inconclusive. A review of the professional literature on the definition of whole language indicates that no "formula" exists for whole language. Even though whole language has received great support, its effectiveness has been critically questioned by researchers and educators. Whole language proponents proclaim that whole language instruction is superior to skills-based programs in the teaching of literacy due to its scientifically and theoretically sound basis of how children learn and develop; however, it is difficult to judge their claim because there is little available supporting research. (Contains 55 references.) (RS)
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A