Literature_Review

Literature Review Literature Review Teaching Reading: Direct Instruction vs. Whole Language Introduction Reading is fundamental to the educational growth and success of all students. Many times, the development of independent readers begin in literacy rich kindergarten through fourth grade classrooms. Early childhood teachers are challenged by reaching the needs of students who are labeled at risk. These students begin their educational experience at a disadvantage. Students may be labeled at risk or disadvantaged based on their social, educational, and economical backgrounds. Factors which could contribute to a student’s difficulty in academic achievement may include lack of exposure to print rich environments, poor nutrition and health care, low proficiency in English, learning disabilities, and poverty. I feel that these characteristics directly impact a student’s performance in the classroom and may negatively impact reading achievement. Early intervention in the primary grades is imperative to the future success of students labeled at risk. Research indicates that if children are not successful readers by the end of the third grade, it will be very difficult for them to catch up with their peers in later years (Dorn, French, & Jones, 1998). Past research has also documented the relationship between instruction, reading, students, direct, language, whole, teaching, 2003, research, approach, student, classroom, web, risk, learning, watkins, success, slocum, tyler, teachers, study, skills, grade, based, achievement, 1999, smith, one, major, educational, constructivist, conducted, children, areas