THE EFFECTS OF WHOLE-LANGUAGE INSTRUCTION - AN UPDATE AND A REAPPRAISAL

This article reports an update of a meta-analysis of the effects of wh ole language originally conducted by Stahl and Miller (1989). Using st udies conducted since 1988, the present meta-analysis suggests that wh ole-language approaches still produce effects on achievement essential ly similar to that of basal readers. However, relatively few studies w ere found that used achievement measures. Looking at these studies as a whole, there seems to be a shifting of goals from achievements to at titude toward reading. Whole-language approaches seem to be effective in improving children's attitudes toward reading. The effects of eclec tic programs, which include the use of open-ended tasks and self-selec tion of literature as in whole-language approaches but also stress an achievement orientation and phonics instruction as in more traditional approaches, seem to be effective in improving both achievement and at titude.