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Whole Language Instruction vs. Phonics Instruction: Effect on Reading Fluency and Spelling Accuracy of First Grade Students

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Title: Whole Language Instruction vs. Phonics Instruction: Effect on Reading Fluency and Spelling Accuracy of First Grade Students
Language: English
Authors: Maddox, Krissy, Feng, Jay
Source: Online Submission. 2013.
Peer Reviewed: N
Page Count: 28
Publication Date: 2013
Document Type: Speeches/Meeting Papers
Reports - Research
Education Level: Elementary Education
Grade 1
Primary Education
Early Childhood Education
Descriptors: Whole Language Approach, Phonics, Teaching Methods, Reading Fluency, Spelling, Elementary School Students, Grade 1, Comparative Analysis, Reading Skills, Lesson Plans, Action Research, Quasiexperimental Design, Pretests Posttests, Rural Schools, Statistical Analysis
Abstract: The purpose of this study is to investigate the efficacy of whole language instruction versus phonics instruction for improving reading fluency and spelling accuracy. The participants were the first grade students in the researcher's general education classroom of a non-Title I school. Stratified sampling was used to randomly divide twenty-two participants into two instructional groups. One group was instructed using whole language principles, where the children only read words in the context of a story, without any phonics instruction. The other group was instructed using explicit phonics instruction, without a story or any contextual influence. After four weeks of treatment, results indicate that there were no statistical differences between the two literacy approaches in the effect on students' reading fluency or spelling accuracy; however, there were notable changes in the post test results that are worth further investigation. In reading fluency, both groups improved, but the phonics group made greater gains. In spelling accuracy, the phonics group showed slight growth, while the whole language scores decreased. Overall, the phonics group demonstrated greater growth in both reading fluency and spelling accuracy. It is recommended that a literacy approach should combine phonics and whole language into one curriculum, but place greater emphasis on phonics development. The following are appended: (1) Sequence of Phonics Skills and Whole Language Stories; (2) Sample Lesson Plan for Phonics Instruction; and (3) Sample Lesson Plan for Whole Language Instruction.
Abstractor: As Provided
Number of References: 30
Entry Date: 2014
Accession Number: ED545621
Database: ERIC
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED545621
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  Data: Whole Language Instruction vs. Phonics Instruction: Effect on Reading Fluency and Spelling Accuracy of First Grade Students
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Maddox%2C+Krissy%22">Maddox, Krissy</searchLink><br /><searchLink fieldCode="AR" term="%22Feng%2C+Jay%22">Feng, Jay</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Online+Submission%22"><i>Online Submission</i></searchLink>. 2013.
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  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 28
– Name: DatePubCY
  Label: Publication Date
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  Data: 2013
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  Data: Speeches/Meeting Papers<br />Reports - Research
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  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Whole+Language+Approach%22">Whole Language Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Phonics%22">Phonics</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Fluency%22">Reading Fluency</searchLink><br /><searchLink fieldCode="DE" term="%22Spelling%22">Spelling</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Lesson+Plans%22">Lesson Plans</searchLink><br /><searchLink fieldCode="DE" term="%22Action+Research%22">Action Research</searchLink><br /><searchLink fieldCode="DE" term="%22Quasiexperimental+Design%22">Quasiexperimental Design</searchLink><br /><searchLink fieldCode="DE" term="%22Pretests+Posttests%22">Pretests Posttests</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Schools%22">Rural Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The purpose of this study is to investigate the efficacy of whole language instruction versus phonics instruction for improving reading fluency and spelling accuracy. The participants were the first grade students in the researcher's general education classroom of a non-Title I school. Stratified sampling was used to randomly divide twenty-two participants into two instructional groups. One group was instructed using whole language principles, where the children only read words in the context of a story, without any phonics instruction. The other group was instructed using explicit phonics instruction, without a story or any contextual influence. After four weeks of treatment, results indicate that there were no statistical differences between the two literacy approaches in the effect on students' reading fluency or spelling accuracy; however, there were notable changes in the post test results that are worth further investigation. In reading fluency, both groups improved, but the phonics group made greater gains. In spelling accuracy, the phonics group showed slight growth, while the whole language scores decreased. Overall, the phonics group demonstrated greater growth in both reading fluency and spelling accuracy. It is recommended that a literacy approach should combine phonics and whole language into one curriculum, but place greater emphasis on phonics development. The following are appended: (1) Sequence of Phonics Skills and Whole Language Stories; (2) Sample Lesson Plan for Phonics Instruction; and (3) Sample Lesson Plan for Whole Language Instruction.
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
– Name: Ref
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  Data: 30
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2014
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED545621
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED545621
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 28
    Subjects:
      – SubjectFull: Whole Language Approach
        Type: general
      – SubjectFull: Phonics
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Reading Fluency
        Type: general
      – SubjectFull: Spelling
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Reading Skills
        Type: general
      – SubjectFull: Lesson Plans
        Type: general
      – SubjectFull: Action Research
        Type: general
      – SubjectFull: Quasiexperimental Design
        Type: general
      – SubjectFull: Pretests Posttests
        Type: general
      – SubjectFull: Rural Schools
        Type: general
      – SubjectFull: Statistical Analysis
        Type: general
    Titles:
      – TitleFull: Whole Language Instruction vs. Phonics Instruction: Effect on Reading Fluency and Spelling Accuracy of First Grade Students
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            NameFull: Maddox, Krissy
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          Name:
            NameFull: Feng, Jay
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              M: 10
              Type: published
              Y: 2013
          Titles:
            – TitleFull: Online Submission
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