A meta-analysis of studies examining the effect of whole language instruction on the literacy of low-SES students

A meta-analysis of 14 studies was conducted that examined whether whole lan guage instruction increases the reading skills of low-SES students in grade s K-3. The effects of 3 modes of instruction (whole language, basal, and ec lectic) on the reading achievement of students were examined. Overall, the evidence suggested that low-SES primary school children do not benefit from whole language instruction, compared to basal instruction. Nevertheless, t he results indicated that there may be some advantages to the whole languag e approach in its purest form.