An experiment with a modified whole language approach in first‐grade classrooms

Abstract

The “whole language” movement is the most discussed trend in language arts education today. Most educators resonate with classroom practices proposed by whole language advocates. Some, however, believe that the position taken against the direct teaching of phonics skills by whole language enthusiasts is ill‐advised, especially for first‐grade children. A recent review of studies comparing whole language approaches with basal approaches suggests that whole language approaches may not be as effective as basals in helping students master the word recognition skills prerequisite to effective comprehension. A modified whole language approach, focusing more directly on word recognition skills, was developed, implemented, and tested in three first‐grade classrooms in Provo, Utah. Nine of ten characteristics generally associated with whole language approaches were kept intact in the modified program. However, a daily 15‐minute period of total class phonics instruction was added to the program, which is not characteristic of whole language approaches. The year‐long study compared the reading achievement effects of the “modified whole language” approach implemented in three classrooms in one school with those obtained from a popular basal approach implemented in three classrooms in a second school in the same school district. Both schools were matched according to student achievement, socio‐economic background, and student turnover. A posttest‐only control group with a pretest covariate research design was used. Vocabulary and comprehension were measured using the Gates‐MacGinitie Reading Test, Level A, Form 1. Phonics and reading attitudes were measured using author‐developed instruments. All tests were administered to all students in September and in May. Students involved in the modified whole language program made greater achievement gains in phonics, vocabulary, reading comprehension, and total reading achievement than students in the basal program. Attitudes toward reading were significantly better in the modified whole language program than in the basal program.

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