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

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.

Additional information

Notes on contributors

Steven A. Stahl

Steven A. Stahl, EdD, is Professor and Director of the Reading Clinic at the University of Georgia. His research interests include beginning reading instruction, the relation between vocabulary knowledge and reading comprehension, and general issues in the teaching of reading.

Melanie R. Kuhn

Melanie R. Kuhn, EdM, M.Phil, is a doctoral student at the University of Georgia. She has formerly attended Harvard University and Cambridge University and is interested in issues related to teaching children with reading problems.