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A Whole Language Reading Intervention: A Case Study

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Title: A Whole Language Reading Intervention: A Case Study
Language: English
Authors: Glavach, Matthew, Pribyl, Warren
Source: Journal of the American Academy of Special Education Professionals. Spr-Sum 2018:45-55.
Availability: American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Peer Reviewed: Y
Page Count: 11
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Whole Language Approach, Reading Instruction, Language Rhythm, Phonics, Teaching Methods, Intervention, Reading Difficulties, Dyslexia, Language Fluency, Brain Hemisphere Functions, Diagnostic Tests, Phonemes, Reading Failure, Case Studies, Reading Interests, At Risk Students, Reading Strategies, Oral Reading, Phrase Structure, Cues, Childrens Literature, Elementary School Students, Scores, Reading Tests
ISSN: 2325-7466
Abstract: The study presents a reading intervention for children having a variety of reading deficits. For this study it was found that most of the children had not responded positively to phonics instruction. Based on brain imaging studies, it has been shown that there are positive changes in the left brains of readers with dyslexia who receive phonemic and phonics training early, thus there has been a strong emphasis on phonemic and phonics training in schools. It is believed that if children receive this instruction early, reading difficulties can be avoided, and children develop into both accurate and fluent readers. The authors see this as valuable, however, they question the continued use of phonics for children who do not respond. While research shows that reading pathways in the right hemisphere register for readers with dyslexia, the authors suggest this could be a strength for a whole language reading intervention. Also, research shows that children with dyslexia are less sensitive to the rhythm of natural speech and that can lead to poor phoneme production and reading failure.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1254613
Database: ERIC
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  Data: A Whole Language Reading Intervention: A Case Study
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+the+American+Academy+of+Special+Education+Professionals%22"><i>Journal of the American Academy of Special Education Professionals</i></searchLink>. Spr-Sum 2018:45-55.
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  Data: American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
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  Data: 11
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  Data: The study presents a reading intervention for children having a variety of reading deficits. For this study it was found that most of the children had not responded positively to phonics instruction. Based on brain imaging studies, it has been shown that there are positive changes in the left brains of readers with dyslexia who receive phonemic and phonics training early, thus there has been a strong emphasis on phonemic and phonics training in schools. It is believed that if children receive this instruction early, reading difficulties can be avoided, and children develop into both accurate and fluent readers. The authors see this as valuable, however, they question the continued use of phonics for children who do not respond. While research shows that reading pathways in the right hemisphere register for readers with dyslexia, the authors suggest this could be a strength for a whole language reading intervention. Also, research shows that children with dyslexia are less sensitive to the rhythm of natural speech and that can lead to poor phoneme production and reading failure.
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  Data: As Provided
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  Data: 2020
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  Data: EJ1254613
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 45
    Subjects:
      – SubjectFull: Whole Language Approach
        Type: general
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Language Rhythm
        Type: general
      – SubjectFull: Phonics
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Reading Difficulties
        Type: general
      – SubjectFull: Dyslexia
        Type: general
      – SubjectFull: Language Fluency
        Type: general
      – SubjectFull: Brain Hemisphere Functions
        Type: general
      – SubjectFull: Diagnostic Tests
        Type: general
      – SubjectFull: Phonemes
        Type: general
      – SubjectFull: Reading Failure
        Type: general
      – SubjectFull: Case Studies
        Type: general
      – SubjectFull: Reading Interests
        Type: general
      – SubjectFull: At Risk Students
        Type: general
      – SubjectFull: Reading Strategies
        Type: general
      – SubjectFull: Oral Reading
        Type: general
      – SubjectFull: Phrase Structure
        Type: general
      – SubjectFull: Cues
        Type: general
      – SubjectFull: Childrens Literature
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: Reading Tests
        Type: general
    Titles:
      – TitleFull: A Whole Language Reading Intervention: A Case Study
        Type: main
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            NameFull: Glavach, Matthew
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            NameFull: Pribyl, Warren
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              M: 01
              Type: published
              Y: 2018
          Identifiers:
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              Value: 2325-7466
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            – TitleFull: Journal of the American Academy of Special Education Professionals
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