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ERIC Number: ED384003
Record Type: Non-Journal
Publication Date: 1995-Apr
Pages: 28
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Effects of a Whole Language Approach to Reading Instruction on Reading Comprehension: A Meta-Analysis.
Gee, Eric J.
A meta-analysis used Glassian techniques to compare the effectiveness of the whole-language approach to the direct-skills approach. A total of 21 studies included sufficient information to calculate effect sizes and included whole language approach as the independent variables with dependent variables relating to reading improvement. Results indicated: (1) nearly every study analyzed showed a positive effect size in the direction of the whole language approach; (2) the overall effect size demonstrated a significant difference between control and experimental group; and (3) studies employing random assignment had significantly larger effect sizes. However, the majority of the studies (85%) employed a quasi-experimental design which may severely limit the interpretation of the effectiveness of whole language. Further research should attempt to use random assignment and larger sample size to make the effectiveness of whole language more salient. (Contains 46 reference. An appendix of data is attached.) (RS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A