A Meta-Analysis of Studies Examining the Effect of Whole Language Instruction on the Literacy of Low-SES Students

Abstract

A meta-analysis of 14 studies was conducted that examined whether whole language instruction increases the reading skills of low-SES students in grades K-3. The effects of 3 modes of instruction (whole language, basal, and eclectic) 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, the results indicated that there may be some advantages to the whole language approach in its purest form.