Differences in Word Recognition Based on Approach to Reading Instruction.

Wilson, Kay; Norman, Charles A.

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ569214

Record Type: CIJE

Publication Date: 1998

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0002-4805

EISSN: N/A

Differences in Word Recognition Based on Approach to Reading Instruction.

Wilson, Kay; Norman, Charles A.

Alberta Journal of Educational Research, v44 n2 p221-30 Sum 1998

Various word-recognition tasks were completed by 54 second-grade students from classrooms where reading instruction followed the whole-language approach or the phonics/skill-based approach. A task involving a cloze procedure favored the whole-language approach, but there were no other significant differences between groups. Contains 30 references. (SV)

Descriptors: Cloze Procedure, Comparative Analysis, Elementary School Students, Foreign Countries, Grade 2, Phonics, Primary Education, Reading Instruction, Teaching Methods, Whole Language Approach, Word Recognition

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Note: Theme issue: Literacy in the 21st Century.