Literature‐based reading instruction: An analysis

Abstract

This paper reviews the literature relative to the theory and practice of literature‐based reading instruction. The study seeks to bring greater clarity concerning the concept of literature‐based reading instruction. It is pointed out that from a theoretical point of view advocates of literature‐based reading instruction draw upon the whole language philosophy, psycholinguistics, and cognitive psychology. Proponents of literature‐based reading instruction propose that reading should develop naturally and functionally. Instruction should be guided by the needs and interests of learners; it should begin with real literature and meaningful print rather than with fragmented language or language constructed for instructional purposes. Varied studies are reported that support a holistic literature‐based approach to reading instruction. This review suggests, however, that more studies are needed relative to the implementation of literature‐based reading programs.