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NASP Home NASP Publications School Psychology Review (SPR) Volume 24 Issue 3 (1995) Does Whole Language or Instruction Ma...
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Volume 24, Issue 3 (1995)

Does Whole Language or Instruction Matched to Learning Styles Help Children Learn to Read?

pp. 393—404

Abstract: Both whole language and learning styles instruction have made a significant impact in how reading is taught in the primary grades. The research on whole language suggests that its effects on achievement vary markedly from site to site, suggesting that it is not whether a teacher uses a whole language approach, but how that approach is implemented, that makes a difference. The research on learning styles, however, suggests that there is little to be gained by matching children to methods using learning styles. Instead, any approach would need to take into account various aspects of reading and would combine aspects from different approaches.

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