First Advisor
Shaheen Munir-McHill
Date of Award
3-2024
Document Type
Thesis
Department
Special Education
Language
English
Subjects
Early reading interventions, phonics instruction, whole language instruction
DOI
10.15760/honors.1528
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.
Persistent Identifier
https://archives.pdx.edu/ds/psu/42127
Recommended Citation
Nims-Fournier, Kaitlin, "Early Reading Instruction Methods: An Analysis on the Outcomes of Whole Language Instruction and Phonics Instruction" (2024). University Honors Theses. Paper 1496.
https://doi.org/10.15760/honors.1528
Comments
An undergraduate honors thesis submitted in partial fulfillment of the requirements for the degree of Bachelor of Arts in University Honors and Special Education.