Uses of Phonics-Based and Whole Language/Balanced Literacy Tools in Teaching Reading: How Does the Evidence Support Student Success in the Classroom?

Authors

  • Theresa Engel-Wood University of Calgary

Abstract

Reading proficiency is a key predictor of life success and yet there is much disagreement in terms of the most effective way to teach children to read. Research around best practices for specific reading skills has been filled with contention for more than 200 years. The term, the Reading Wars, refers to the debate over whether phonics-based instruction or whole language/balanced literacy instruction is the most effective tool for creating proficient readers. This review sets out to clear up misperceptions around these interventions, to outline evidence for and against specific tools from both sides of the debate, and to detail the application of research to classroom, while noting gaps in research and in teacher understanding. Further research, particularly longitudinal studies, into specific instructional interventions to support reading success is indicated. Educating teachers about evidence-based instructional practices can help inform educators’ programming decisions, resulting in increased buy-in and fidelity.

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Published

2023-12-19

Issue

Vol. 14 No. 3 (2023): Special Issue / Numéro Spécial

Section

Literature Review/Revue de la documentation

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