Whole Language Method and Phonics Instruction as Literacy Teaching Methods: A Systematic Review*

This study aims to systematically synthesize the findings obtained in terms of reading skills, learning, and methodological features from studies dealing with the whole language and phonics instruction, which are among literacy teaching methods. In line with the purpose of the study, Web of Science, ERIC, Ulakbim (TrDizin), and Google Scholar databases were searched with the keywords determined. As a result of the review, 40 articles were analyzed through the content analysis based on reading skills, learning, and methodological features with the help of a computer -aided qualitative data analysis program. According to the findings on reading skills, it was found that individuals who learned to read through the phonics instruction could not read in accordance with the stress, intonation and punctuation marks, read incorrectly, and that the whole language method was more effective than the phonics instruction in terms of reading speed and comprehension. According to the findings in the learning category, it was concluded that individuals who learned reading through the whole language method perceived the whole, while those who learned reading through the phonics instruction had problems in perceiving the whole. It was also seen that the studies reviewed in this study are mainly qualitative. However, there is a need for empirical studies on reading speed, reading comprehension, accurate reading, and prosodic reading skills based on objective evidence besides research methods based on the self -reports of the stakeholders.

Journal

JOURNAL OF QUALITATIVE RESEARCH IN EDUCATION-EGITIMDE NITEL ARASTIRMALAR DERGISI

Year

2024

Issue

37

Pages

247-280

ISSN

2148-2624

DOI

10.14689/enad.37.1720

WoS UID

WOS:001156581000007

Open via DOI