An affective comparison of whole language, literature‐based, and basal reader literacy instruction

Abstract

This paper describes a multiple site study comparing whole language, literature‐based, and basal reader literacy instruction in terms of three recently developed affective measures: the Elementary Reading Attitude Survey (ERAS), the Reader Self‐Perception Scale (RSPS), and the Writer Self‐Perception Scale (WSPS). The study included a total of 396 elementary‐aged children in fourth, fifth, and sixth grade from 28 different classrooms in two states. The literacy instruction in these classrooms were categorized as either whole language, literature‐based, or basal reader by using three indicators (Theoretical Orientation to Reading Profile, structured teacher interviews, and classroom observations). No significant differences were found between the three literacy approaches on the scales of the RSPS; however, significant differences favoring the literature‐based approach were found on two scales of the WSPS (Specific Progress and Social Feedback) and the Academic Reading scale of the ERAS. Analyses of Variance indicated significant differences between grade levels between fourth and sixth grade students on six scales of the three affective instruments. The findings suggest that a literature‐based approach to reading and writing appears to exert superior impact on intermediate‐aged children's affective literacy orientations.