Differential Effects of Whole Language and Traditional Instruction on Reading Attitudes

Abstract

This article reports a three-part study comparing the effects of whole-language practice versus traditional basal instruction on children's reading attitudes. In Experiment 1, children in two whole-language elementary schools (Grades 1-5, N=485) and children in two traditional schools (Grades 1-5, N=433) responded to the Elementary Reading Attitude Survey (ERAS). Although significant main effects of grade level and gender were observed, there was no main effect of instructional approach. The possibility that whole language had been too broadly defined was addressed in a second study. In Experiment 2, Bergeron's (1990) definition was used to identify a third whole-language school, meeting more specific criteria. All students in Grades 1-5 (N=713) were compared with the original basal group. Only the recreational ERAS subscale was administered because of the inapplicability of certain items of the academic subscale to the new wholelanguage setting. As before, no main effect of approach was observed, nor was any interaction of approach with other factors significant. Experiment 3 involved follow-up structured observations of two first-grade teachers in the second wholelanguage school. The attitude means of these teachers' classes differed significantly. Although the two teachers exhibited many similarities, notable differences emerged that warrant further study in order to examine a possible causal relationship between practice and attitude. Important differences in practice within a general whole-language philosophy may affect reading attitude differentially.The ongoing debate as to the efficacy of whole-language practice (WLP) compared with more traditional approaches has focused on the relative effects of practice on students' reading ability. Research into this question has been clouded by 19

Teacher Perceptions Affect Boys’ and Girls’ Reading Motivation Differently

“…Our findings are supported by the integrated model of reading attitude (McKenna, Stratton et al, 1995), which assumes that specific reading experiences and the expectations of significant others affect reading attitude. This emphasizes the importance of a stimulating home literacy environment, in which children are encouraged to read by their parents and siblings, and a positive reading environment at school, where they can enjoy reading books that match their personal interest.…”

“…The reading attitude of children in primary schools seems to decline between first and sixth grade (McKenna, Stratton, Grindler, & Jenkins, 1995;Petscher, 2010). This decline corresponds to a shift in the curriculum from "learning to read" to "reading to learn" (Chall, 1983;Katzir, Lesaux, & Kim, 2009), which takes place in the higher grades of elementary school (Kush et al, 2005).…”

“…According to the integrated model proposed by McKenna and colleagues (McKenna, Stratton et al, 1995), reading attitude is more complex than just someone's positive or negative feelings towards reading. Reading attitude is assumed to be the result of (a) specific reading experiences, (b) the reader's beliefs about the outcomes of reading, and (c) the expectations of significant others (Kush et al, 2005).…”

Why should I read? - A cross-cultural investigation into adolescents’ reading socialisation and reading attitude

“…Applied to reading research, TPB assumes that background variables, such as educational level, school climate and socio-economic background, all have an indirect effect on reading (intention) via reading attitude, subjective norm and perceived behavioural control. Reading research concerning adolescents supports this assumption except for gender and age (McKenna et al 1995;Stokmans 2003Stokmans , 2007. TPB needs to be modified slightly to make it more applicable for studying reading behaviour.…”

“…An important question is: What makes adolescents read? Most studies thus far have explored this question for a national sample (McKenna et al 1995;Van Schooten and de Glopper 2002). Within a particular country or national culture, certain determinants of leisure-time reading can have a lesser effect than others, since general opinions regarding reading as well as opportunities for doing so are fairly constant.…”