Whole Language: Comparative Effects on First-Grade Reading Achievement

Reutzel, D. Ray; Cooter, Robert B.

doi:10.1080/00220671.1990.10885966

Cited by 18 publications

(13 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Additionally, students in the RRR group were required to maintain an interest in an activity where there was little direct engagement of students (Eder, 1982), whereas the SBE approach supported and sustained a higher level of student engagement through group or choral readings. These observations also square with emerging literature showing that K-2 readers' comprehension abilities can be enhanced by using the SBE or other groupsupported reading strategies better than by using older, standard basal reading practices (Eldredge, 1991;Reutzel & Cooter, 1990;Reutzel, Hollingsworth, & Eldredge,i994).…”

supporting

confidence: 54%

Comparing the Effectiveness of Two Oral Reading Practices: Round-Robin Reading and the Shared Book Experience

Eldredge

Reutzel

Hollingsworth

1996

Journal of Literacy Research

View full text Add to dashboard Cite

supporting

confidence: 54%

Comparing the Effectiveness of Two Oral Reading Practices: Round-Robin Reading and the Shared Book Experience

Eldredge

Reutzel

Hollingsworth

1996

Journal of Literacy Research

View full text Add to dashboard Cite

“…In particular, findings on the value of story reading at home have inspired researchers to apply story reading in classrooms (e.g., Bridge, Winograd, & Haley, 1983;Chandler & Baghban, 1986;Holdaway, 1979;Mason, Kerr, Sinha, & McCormick, 1990;Phillips, Norris, Mason, & Kerr, 1990;Reutzel & Cooter, 1990;Ribowsky, 1985). These classroom studies give support to using predictable books in classrooms as Holdaway (1979) has proposed.…”

Section: This Study Investigated Children's Reading Strategies and Prmentioning

confidence: 99%

Trying Something New: Meaning-Based Reading Instruction in a Finnish First-Grade Classroom

Korkeamäki

Dreher

1996

Journal of Literacy Research

View full text Add to dashboard Cite

show abstract

“…Students in the whole language classroom performed significantly better on all tasks than the students in the skills-based classroom. Reutzel and Cooter (1990) found a moderate effect favoring whole language over a basal reader approach in first grade. In general, however, the consensus on whole language research indicates (a) mild, positive effects on comprehension, (b) significant effects when used in kindergarten, and (c) no differences on attitude measures (Stahl, McKenna, & Pagnucco, 1994, p. 181).…”

Section: The Research Bases Of Whole Language and Phonicsmentioning

confidence: 88%

“…Positive effects have been found using whole language with kindergarten, first grade, and emergent readers (Reutzel & Cooter, 1990;Ribowsky, 1985). In addition, support exists for some elements of whole language instruction.…”

Section: Chapter V Discussionmentioning

confidence: 99%

The effects of a holistic-graphophonic intervention on the decoding performance of children with reading disabilities

Cohen¹

View full text Add to dashboard Cite

The effects of a holistic-graphophonic intervention on the decoding performance of children with reading disabilities" (1996) for their understanding and tolerance. I hope I can make up some lost time in the years ahead. I also want to thank my brothers, Ed and Eric, for their continual support and concern. Above all, I wish to express my gratitude to the best parents ever, Eleanor and Edward Krisman, whose constant love, encouragement, and confidence in me helped me reach for and achieve this very important goal. For always being there, to listen, discuss, and advise, I am forever grateful.To each of you, who have shared this process with me, in one way or another, thank you. The purpose of this study was to investigate the effects of an intervention combining holistic and graphophonic methods on the decoding performance of children with reading disabilities. The impact of this synthesis of teaching methods was evaluated by examining five students' abilities to decode a set of training words using three common vowel patterns. Words containing these magic e, double vowel, and closed vowel patterns were presented in isolation and in context. Additional sets of novel words and nonsense words using the same vowel patterns were used to evaluate generalization.The study incorporated single-subject experimental research methods, using a multiple baseline design across vowel patterns. Data were collected and analyzed daily. The results of this study indicated that all five second-graders, three boys and two girls, demonstrated substantial gains in decoding ability on all three vowel patterns. The students increased their accuracy on training words in isolation, as well as in context. In addition, students increased their decoding accuracy on generalization words, in both novel and nonsense words. These increases in decoding accuracy were maintained during post-intervention probes and during the 7-week follow-up phase of the study.

show abstract

Whole Language: Comparative Effects on First-Grade Reading Achievement

Cited by 18 publications

References 3 publications

Comparing the Effectiveness of Two Oral Reading Practices: Round-Robin Reading and the Shared Book Experience

Comparing the Effectiveness of Two Oral Reading Practices: Round-Robin Reading and the Shared Book Experience

Trying Something New: Meaning-Based Reading Instruction in a Finnish First-Grade Classroom

The effects of a holistic-graphophonic intervention on the decoding performance of children with reading disabilities

Contact Info

Product

Resources

About