First Advisor

Shaheen Munir-McHill

Date of Award

3-2024

Document Type

Thesis

Degree Name

Bachelor of Arts (B.A.) in Education and University Honors

Department

Special Education

Language

English

Subjects

Early reading interventions, phonics instruction, whole language instruction

Abstract

Many within the field of education struggle to meet common ground in regards to how we should teach children to read. Throughout the past several decades, educators have engaged in discussions around early reading interventions, specifically related to phonics instruction and whole language instruction. This review examines previous scholarship on these two instructional approaches and the effectiveness of various reading interventions. The findings reveal that each instructional approach targets different skills and that a balanced approach is recommended. The purpose of this review is to highlight each of the characteristics of phonics instruction and whole language instruction and to evaluate their effectiveness. In order to evaluate their effectiveness, there must be a critical understanding of where there is nuance and what future steps need to be taken to reduce the literacy gap.

Share

COinS