A comparison of young children's reading achievement in different instructional settings.
Written in 2000; 1,598 words; 25 sources; MLA; $ 52.95
Paper Summary:
This paper investigates the difference in reading achievement of kindergarten students who receive phonics instruction and those who are instructed using whole language. It examines how, for many years, phonics was the method that most reading teachers and reading experts advocated as the best method to teach children to read and how, in recent years, phonics has come under attack from those who advocate whole language. It looks at how the controversy continues in the educational community and proposes a study to determine to monitor methods of teaching in different communities.
From the Paper:
"The whole language approach can be tailored toward the students' reading potential. By utilizing students' pre-existing schema, teachers can build on concepts to help students gain additional knowledge. This approach allows students to learn at their own level and pace within whole language classroom instruction. Using this method, a higher level of reading comprehension is believed to be attained by the students (Czubaj, 1997). However, Manning (1995) argues that children who come to school with minimal language skills and inattention to print forms need a structured readiness program in kindergarten that includes phonics activities. This program in no way excludes the reading and enjoyment of children's literature and all related child language development activities."
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