ERIC Number: EJ589151
Record Type: CIJE
Publication Date: 1995
Reference Count: 0
Research on "The Great Debate": Code-Oriented Versus Whole Language Approaches to Reading Instruction.
Foorman, Barbara R.
School Psychology Review, v24 n3 p376-92 1995
Reviews "Great Debate" over code emphasis versus meaning emphasis in reading instruction, concluding incidental instruction provided by writing activities of whole language do not guarantee alphabetic understanding. Attempts to disassociate instruction in alphabetic coding from criticism of components of whole-language instruction and challenges whole-language educators to renew empirically based inquiry into the best methods for helping children learn to read. (Author/JDM)
Publication Type: Information Analyses; Journal Articles; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Note: Mini-series: "Recent Advances in Reading Instruction and Remediation". For related articles, see CG 554 046-054.