Whole Language vs. Isolated Phonics Instruction: A Longitudinal Study in Kindergarten With Reading and Writing Tasks

Abstract Thirty-eight kindergartners were individually interviewed with reading and writing tasks in September, November, January, March, and May. Half of the children received phonics instruction, in isolation, from a teacher who identified herself as a phonics teacher. The other half received phonics instruction, in context, from a teacher who identified herself as a whole language teacher. It was found that the whole language group made more progress in both reading and writing, and with more developmental coherence, as evidenced by the absence of regression and confusion. The results were interpreted in light of the theories of Ferreiro (Ferreiro, 1978; Ferreiro & Teberosky, 1979/1982) and Piaget (1926/1967; Piaget & Inhelder, 1968/1973).