Research Article
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Whole Language Method or Phonics Method for Better Reading? An Eye-tracking Study

Year 2024, Volume: 11 Issue: 1, 121 - 141, 01.01.2024

Mine Yıldız Meryem Özdemir Cihan Engin Kurşun Selçuk Karaman Elif Akan Ömer Yılar

https://doi.org/10.17275/per.24.8.11.1

Abstract

This study aims to compare the reading skills of individuals who learned reading through the Phonics Method (PM) and those who learned reading through the Whole Language Method (WLM) in terms of silent and oral reading performance and processes. A causal-comparative design was followed to reveal the causal relationship between the methods of teaching reading and individuals’ silent and oral reading processes and performance. The data were collected from 136 undergraduate students in Türkiye in the 2019-2020 academic year through two reading comprehension tests and prosodic assessment of oral reading skills to evaluate their L1 reading performance, and an eye-tracking system to evaluate their silent and oral reading processes. According to the teaching literacy method, no significant difference was obtained in the participants' silent and oral reading comprehension tests. However, the PM group demonstrated better prosodic reading skills compared to the WLM group. Similarly, their silent and oral reading processes showed a significant difference in favour of the PM group. Therefore, it can be concluded that the readers who learned reading through the PM had a more favorable reader profile, particularly regarding their reading processes. This study provides direct and cogent support to the discussions in the literature on the effectiveness of these teaching reading methods.

Keywords

eye movement phonics method whole language method silent reading oral reading

Supporting Institution

Türkiye Bilimsel ve Teknolojik Araştırma Kurumu (TÜBİTAK) ARDEB 1001

Project Number

119K035

Thanks

We would like to thank the participants of this study. Our special thanks also go to the scholarship students who had various duties in the project and particularly contributed to the data collection of this study. This study was funded by the Scientific and Technological Research Council of Turkey (TUBITAK) ARDEB 1001 Grant No: 119K035. We thank to TUBITAK for financial support of our project.

References

  • Akıncı, M., Bektaş, S., Gülle, T., Kurt, S., & Kurt, Y. (2016). Reading and writing education with sound-based sentence method. Bogazici University Journal of Education, 33(2), 97-115. Retrieved from https://dergipark.org.tr/en/pub/buje/issue/29693/319596
  • Akman, E., & Aşkın, İ. (2012). A critical view of phoneme-based sentence method. Gazi University Journal of the Faculty of Gazi Education, 3(1), 1-18. Retrieved from https://dergipark.org.tr/en/pub/gefad/issue/6736/90561
  • Arslantaş, H. İ., & Cinoğlu, M. (2010). Comparing sound-based sentence method and analysis method in literacy education. Inonu University Journal of the Faculty of Education, 11(1), 81-92.
  • Ashby, J., Rayner, K., & Clifton, Jr, C. (2005). Eye movements of highly skilled and average readers: Differential effects of frequency and predictability. The Quarterly Journal of Experimental Psychology Section A, 58(6), 1065-1086. doi:10.1080/02724980443000476
  • Ateş, S., & Yıldız, M. (2011). Comparison of oral reading fluency of primary school third grade students who learn to read with different methods. Turkish Journal of Educational Sciences, 9(1), 101-124. Retrieved from https://dergipark.org.tr/en/pub/tebd/issue/26101/275010
  • Aydın Yılmaz, Z. (2009). Teaching reading and writing teaching with application examples. Nobel Publishing.
  • Baştuğ, M., & Akyol, H. (2012). The level of prediction of reading comprehension by fluent reading skills. Journal of Theoretical Educational Science, 5(4). Retrieved from https://dergipark.org.tr/en/pub/akukeg/issue/29347/314043
  • Bax, S., & Weir, C. J. (2012). Investigating learners' cognitive processes during a computer-based CAE Reading test. University of Bedfordshire, Research Notes, (47), 3-14. Retrieved from https://uobrep.openrepository.com/handle/10547/337904
  • Bayat, S. (2014). Primary teachers’ opinions about the difficulties encountered in the application of the basic reading and writing curriculum. Elementary Education Online, 13(3), 759-775. Retrieved from https://l24.im/7G1YsO
  • Baydık, B., & Kudret, Z. (2012). The views of teachers on the effects of sound based sentence method and their instructional practices. Ankara University Journal of Faculty of Educational Sciences, 45(1), 1-22. https://doi.org/10.1501/Egifak_0000001234
  • Benjamin, R. G., & Schwanenflugel, P. J. (2010). Text complexity and oral reading prosody in young readers. Reading Research Quarterly, 45, 388–404.https://doi.org/10.1598/RRQ.45.4.2
  • Bıçak, E., & Susar Kırmızı, F. (2013). An evaluation of students’ and parents’attitudes towards sound-based sentence method based on teachers’ views. Bolu Abant Izzet Baysal University Journal of Faculty of Educational, 13(1), 193-210. Retrieved from https://dergipark.org.tr/en/download/article-file/16726
  • Binder, K. S., Tighe, E., Jiang, Y., Kaftanski, K., Qi, C., & Ardoin, S. P. (2013). Reading expressively and understanding thoroughly: An examination of prosody in adults with low literacy skills. Reading and Writing: An Interdisciplinary Journal, 26, 665–680.https://doi.org/10.1007/s11145-012-9382-7
  • Breznitz, Z. (2006). Fluency in reading: Synchronization of processes. Routledge.
  • Brooks, M. C., & Brooks, J. S. (2005). Whole language or phonics: Improving language instruction through general semantics. ETC: A Review of General Semantics, 62(3), 271-280. Retrieved from https://l24.im/Ucf
  • de Graaff, S., Bosman, A. M. T., Hasselman, F., & Verhoeven, L. (2009). Benefits of systematic phonics instruction. Scientific Studies of Reading, 13(4), 318-333. doi:10.1080/10888430903001308
  • Dowhower, S. L. (1991). Speaking of prosody: Fluency’s unattended bedfellow. Theory into Practice, 30, 165–175. doi.org/10.1080/00405849109543497
  • Durgunoğlu, A. Y., & Öney, B. (1999). A cross-linguistic comparison of phonological awareness and word recognition. Reading and Writing, 11(4), 281-299. doi: 10.1023/A:1008093232622
  • Durgunoğlu, A. Y., & Öney, B. (2002). Phonological awareness in literacy acquisition: It's not only for children. Scientific Studies of Reading, 6(3), 245-266. doi: 10.1207/S1532799XSSR0603_3
  • Freeland, J. T., Skinner, C. H., Jackson, B., McDaniel, C. E., & Smith, S. (2000). Measuring and increasing silent reading comprehension rates: Empirically validating a repeated readings intervention. Psychology in the Schools, 37(5), 415-429. doi: 10.1002/1520-6807(200009)37:5<415::AID-PITS2>3.0.CO;2-L
  • Hale, A. D., Hawkins, R. O., Sheeley, W., Reynolds, J. R., Jenkins, S., Schmitt, A. J., & Martin, D. A. (2011). An investigation of silent versus aloud reading comprehension of elementary students using maze assessment procedures. Psychology in the Schools, 48(1), 4-13. doi:10.1002/pits.20543
  • Hodgson, J., Buttle, H., Conridge, B., Gibbons, D., & Robinson, J. (2013). Phonics instruction and early reading: professional views from the classroom. In: Report for the National Associated of Teachers of English. Retrieved from http://www. nate. org. uk/index. php.
  • James, E., Currie, N. K., Tong, S. X., & Cain, K. (2021). The relations between morphological awareness and reading comprehension in beginner readers to young adolescents. Journal of Research in Reading, 44(1), 110-130. doi:10.1111/1467-9817.12316
  • Karadağ, R., & Gültekin, M. (2007). Teachers’ perceptions about the efficiency of analysis and synthesis methods in teaching reading and writing of first graders. Journal of Theory and Practice in Education, 3(1), 102-121. Retrieved from https://dergipark.org.tr/en/pub/eku/issue/5445/73896
  • Kentner, G., & Vasishth, S. (2016). Prosodic focus marking in silent reading: Effects of discourse context and rhythm. Frontiers in Psychology,7, 319. Retrieved from https://doi.org/10.3389/fpsyg.2016.00319
  • Keskin, H., & Akyol, H. (2014). The effect of structured reading method on reading rate, accurate reading and oral reading prosody. Journal of Mother Tongue Education, 2(4), 107-119.
  • Krashen, S. (2002). Defendingwhole language: The limits of phonics instruction and the efficacy of whole language instruction. Reading Improvement, 39(1), 32-42. Retrieved from https://l24.im/mH8DSVk
  • Kuşdemir Kayıran, B., & Karabay, A. (2012). A study on reading comprehension skills of primary school 5th grade students--learning basic reading and writing skills through phonics-based sentence method or decoding method. Educational Sciences:Theory and Practice, 12(4), 2854-2860. Retrieved from https://eric.ed.gov/?id=EJ1002879
  • Lonigan, C. J., Schatschneider, C., & Westberg, L. (2008). Identification of children’s skills and abilities linked to later outcomes in reading, writing, and spelling. In T. N. E. L. Panel (Ed.), Developing Early Literacy. (pp. 55–106.). National Institute for Literacy.
  • Maviş, F. Ö., Özel, Ö., & Arslan, M. (2014). Comparison of sentence analysis and phonics-based sentence methods in reading-writing in the light of teachers opinions (sample of Tokat province). The Journal of Academic Social Science Studies, 8(Number: 28), 481-481. doi:10.9761/jasss2436
  • McIntyre, E., Hulan, N., & Layne, V. (2011). Reading instruction for diverse classrooms: Research-based, culturally responsive practice. New York: The Guilford PRess.
  • Miller, J., & Schwanenflugel, P. J. (2006). Prosody of syntactically complex sentences in the oral reading of young children. Journal of Educational Psychology, 98, 839–853. doi.org/10.1037/0022-0663.98.4.839
  • MNE (The Ministry of National Education), (2005). Elementary School Program. MEB Publications.
  • National Reading Panel (2000). Teaching children to read: Reports of the subgroups. National Institute of Health.
  • Öney, B., & Durgunoğlu, A. Y. (1997). Beginning to read in Turkish: A phonologically transparent orthography. Applied psycholinguistics, 18(1), 1-15. doi:10.1017/S014271640000984X
  • Perfetti, C. (2007). Reading ability: Lexical quality to comprehension. Scientific studies of reading, 11(4), 357-383. doi.org/10.1080/10888430701530730
  • RAND Reading Study Group (2002). Reading for understanding: Toward an R&D program in reading comprehension: Rand Corporation.
  • Ravid, D., & Mashraki, Y. E. (2007). Prosodic reading, reading comprehension and morphological skills in Hebrew-speaking fourth graders. Journal of Research in Reading, 30, 140–156. doi:10.1111/j.1467-9817.2007.00340.x.
  • Rayner, K. (2009). The 35th sir frederick bartlett lecture: Eye movements and attention in reading, scene perception, and visual search. Quarterly Journal of Experimental Psychology, 62(8), 1457-1506. doi:10.1080/17470210902816461
  • Rayner, K., Chace, K. H., Slattery, T. J., & Ashby, J. (2006). Eye movements as reflections of comprehension processes in reading. Scientific Studies of Reading, 10(3), 241-255. doi:10.1207/s1532799xssr1003_3
  • Rayner, K., & Slattery, T. J. (2009). Eye movements and moment-to-moment comprehension processes in reading. In R. K. Wagner, C. Schatschneider, & C. Phythian-Sence (Eds.), Beyond decoding: The behavioral and biological foundations of reading comprehension: (pp. 27-45) Guilford Press.
  • Sağırlı, M. (2020). Comparison of reading comprehension levels of literate learners with different methods. Education 3-13, 48(1), 100-117. doi:10.1080/03004279.2019.1593481
  • Shone, J. A. (2002). Effect of whole language instruction in reading comprehension scores of first grade students. Theses and Dissertations. 1511. Retrieved from https://rdw.rowan.edu/etd/1511
  • Sok, S., Shin, H. W., & Do, J. (2021). Exploring which test-taker characteristics predict young L2 learners' performance on listening and reading comprehension tests. Language Testing, 0265532221991134. doi:10.1177/0265532221991134
  • Susar Kırmızı, F., Bıçak, E., Duran, A., & Batmaz, G. (2012). Teacher views on initial literacy instruction with the sound-based sentence method. Procedia - Social and Behavioral Sciences, 46, 3642-3648. doi:10.1016/j.sbspro.2012.06.120
  • Şahin, A. (2011). Comparing reading comprehension level and oral reading speed of 5th class students who had first reading writing through different methods. Hacettepe University Journal of Education, 41(41). Retrieved from https://l24.im/l1XJ
  • Şahin, İ., İnci, S., Turan, H., & Apak, Ö. (2006). Comparison of the phonics and the whole language methods on reading instruction. Journal of National Education, (171), 109-129. Retrieved from https://l24.im/IRt
  • Şenel, H. G. (2004). Teacher’s preferences in methods of reading-writing instruction. Elementary Education Online, 3(2), 48-53. Retrieved from https://l24.im/qh97Ur2
  • Teale, W. H., Whittingham, C. E., & Hoffman, E. B. (2018). Early literacy research, 2006–2015: A decade of measured progress. Journal of Early Childhood Literacy, 20(2), 169-222. doi:10.1177/1468798418754939
  • Temizyürek, F. (2008). The impact of different types of texts on Turkish language reading comprehension at primary school grade eight students. Eurasian Journal of Educational Research (EJER)8 (30), 141-152. Retrieved from https://l24.im/h3CqK
  • Tok, Ş. (2001). Evaluation of the methods used in reading and writing teaching. Educational Administration Theory and Practice, 7(26), 257-275. Retrieved from https://dergipark.org.tr/en/pub/kuey/issue/10370/126924
  • Tok, Ş., Tok, T. N., & Mazı, A. (2008). Evaluation of analysis and sound-based sentences methods for pre-reading and writing education. Educational Administration Theory and Practice, (53), 123-144. Retrieved from https://l24.im/GNIOsW
  • Türkel, A., Özdemir, E. E., & Akbulut, S. (2017). Validity and reliability study of reading culture scale. Electronic Turkish Studies, 12(14), 465-490. doi:10.7827/TurkishStudies.11620
  • Wagner, R. K., Schatschneider, C., & Phythian-Sence, C. (2009). Beyond decoding: The behavioral and biological foundations of reading comprehension. Guilford Press.
  • Yıldırım, K., Yıldız, M., Ateş, S., & Rasinski, T. (2010). Fifth-grade Turkish elementary school students' listening and reading comprehension levels with regard to text types. Educational Sciences: Theory and Practice, 10(3), 1879-1891. Retrieved from https://files.eric.ed.gov/fulltext/EJ919868.pdf
  • Yıldız, M., & Akyol, H. (2011). The relationship between 5th graders’ reading comprehension, reading motivation and reading habits. Gazi University Journal of the Faculty of Gazi Education, 31(3), 793-815. Retrieved from https://l24.im/1fmF2
  • Yurdakal, İ.H., & Susar Kırmızı, F. (2013). Views and insights of elementary teacher candidates on sound-based sentence method (case of Pamukkale University). ScienceDirect, 106, 3303-3311. doi: 10.1016/j.sbspro.2013.12.382
  • Zawoyski, A. M., Ardoin, S. P., & Binder, K. S. (2015). Using eye tracking to observe differential effects of repeated readings for second‐grade students as a function of achievement level. Reading Research Quarterly, 50(2), 171-184. doi:10.1002/rrq.91

Year 2024, Volume: 11 Issue: 1, 121 - 141, 01.01.2024

Mine Yıldız Meryem Özdemir Cihan Engin Kurşun Selçuk Karaman Elif Akan Ömer Yılar

https://doi.org/10.17275/per.24.8.11.1

Abstract

Project Number

119K035

References

  • Akıncı, M., Bektaş, S., Gülle, T., Kurt, S., & Kurt, Y. (2016). Reading and writing education with sound-based sentence method. Bogazici University Journal of Education, 33(2), 97-115. Retrieved from https://dergipark.org.tr/en/pub/buje/issue/29693/319596
  • Akman, E., & Aşkın, İ. (2012). A critical view of phoneme-based sentence method. Gazi University Journal of the Faculty of Gazi Education, 3(1), 1-18. Retrieved from https://dergipark.org.tr/en/pub/gefad/issue/6736/90561
  • Arslantaş, H. İ., & Cinoğlu, M. (2010). Comparing sound-based sentence method and analysis method in literacy education. Inonu University Journal of the Faculty of Education, 11(1), 81-92.
  • Ashby, J., Rayner, K., & Clifton, Jr, C. (2005). Eye movements of highly skilled and average readers: Differential effects of frequency and predictability. The Quarterly Journal of Experimental Psychology Section A, 58(6), 1065-1086. doi:10.1080/02724980443000476
  • Ateş, S., & Yıldız, M. (2011). Comparison of oral reading fluency of primary school third grade students who learn to read with different methods. Turkish Journal of Educational Sciences, 9(1), 101-124. Retrieved from https://dergipark.org.tr/en/pub/tebd/issue/26101/275010
  • Aydın Yılmaz, Z. (2009). Teaching reading and writing teaching with application examples. Nobel Publishing.
  • Baştuğ, M., & Akyol, H. (2012). The level of prediction of reading comprehension by fluent reading skills. Journal of Theoretical Educational Science, 5(4). Retrieved from https://dergipark.org.tr/en/pub/akukeg/issue/29347/314043
  • Bax, S., & Weir, C. J. (2012). Investigating learners' cognitive processes during a computer-based CAE Reading test. University of Bedfordshire, Research Notes, (47), 3-14. Retrieved from https://uobrep.openrepository.com/handle/10547/337904
  • Bayat, S. (2014). Primary teachers’ opinions about the difficulties encountered in the application of the basic reading and writing curriculum. Elementary Education Online, 13(3), 759-775. Retrieved from https://l24.im/7G1YsO
  • Baydık, B., & Kudret, Z. (2012). The views of teachers on the effects of sound based sentence method and their instructional practices. Ankara University Journal of Faculty of Educational Sciences, 45(1), 1-22. https://doi.org/10.1501/Egifak_0000001234
  • Benjamin, R. G., & Schwanenflugel, P. J. (2010). Text complexity and oral reading prosody in young readers. Reading Research Quarterly, 45, 388–404.https://doi.org/10.1598/RRQ.45.4.2
  • Bıçak, E., & Susar Kırmızı, F. (2013). An evaluation of students’ and parents’attitudes towards sound-based sentence method based on teachers’ views. Bolu Abant Izzet Baysal University Journal of Faculty of Educational, 13(1), 193-210. Retrieved from https://dergipark.org.tr/en/download/article-file/16726
  • Binder, K. S., Tighe, E., Jiang, Y., Kaftanski, K., Qi, C., & Ardoin, S. P. (2013). Reading expressively and understanding thoroughly: An examination of prosody in adults with low literacy skills. Reading and Writing: An Interdisciplinary Journal, 26, 665–680.https://doi.org/10.1007/s11145-012-9382-7
  • Breznitz, Z. (2006). Fluency in reading: Synchronization of processes. Routledge.
  • Brooks, M. C., & Brooks, J. S. (2005). Whole language or phonics: Improving language instruction through general semantics. ETC: A Review of General Semantics, 62(3), 271-280. Retrieved from https://l24.im/Ucf
  • de Graaff, S., Bosman, A. M. T., Hasselman, F., & Verhoeven, L. (2009). Benefits of systematic phonics instruction. Scientific Studies of Reading, 13(4), 318-333. doi:10.1080/10888430903001308
  • Dowhower, S. L. (1991). Speaking of prosody: Fluency’s unattended bedfellow. Theory into Practice, 30, 165–175. doi.org/10.1080/00405849109543497
  • Durgunoğlu, A. Y., & Öney, B. (1999). A cross-linguistic comparison of phonological awareness and word recognition. Reading and Writing, 11(4), 281-299. doi: 10.1023/A:1008093232622
  • Durgunoğlu, A. Y., & Öney, B. (2002). Phonological awareness in literacy acquisition: It's not only for children. Scientific Studies of Reading, 6(3), 245-266. doi: 10.1207/S1532799XSSR0603_3
  • Freeland, J. T., Skinner, C. H., Jackson, B., McDaniel, C. E., & Smith, S. (2000). Measuring and increasing silent reading comprehension rates: Empirically validating a repeated readings intervention. Psychology in the Schools, 37(5), 415-429. doi: 10.1002/1520-6807(200009)37:5<415::AID-PITS2>3.0.CO;2-L
  • Hale, A. D., Hawkins, R. O., Sheeley, W., Reynolds, J. R., Jenkins, S., Schmitt, A. J., & Martin, D. A. (2011). An investigation of silent versus aloud reading comprehension of elementary students using maze assessment procedures. Psychology in the Schools, 48(1), 4-13. doi:10.1002/pits.20543
  • Hodgson, J., Buttle, H., Conridge, B., Gibbons, D., & Robinson, J. (2013). Phonics instruction and early reading: professional views from the classroom. In: Report for the National Associated of Teachers of English. Retrieved from http://www. nate. org. uk/index. php.
  • James, E., Currie, N. K., Tong, S. X., & Cain, K. (2021). The relations between morphological awareness and reading comprehension in beginner readers to young adolescents. Journal of Research in Reading, 44(1), 110-130. doi:10.1111/1467-9817.12316
  • Karadağ, R., & Gültekin, M. (2007). Teachers’ perceptions about the efficiency of analysis and synthesis methods in teaching reading and writing of first graders. Journal of Theory and Practice in Education, 3(1), 102-121. Retrieved from https://dergipark.org.tr/en/pub/eku/issue/5445/73896
  • Kentner, G., & Vasishth, S. (2016). Prosodic focus marking in silent reading: Effects of discourse context and rhythm. Frontiers in Psychology,7, 319. Retrieved from https://doi.org/10.3389/fpsyg.2016.00319
  • Keskin, H., & Akyol, H. (2014). The effect of structured reading method on reading rate, accurate reading and oral reading prosody. Journal of Mother Tongue Education, 2(4), 107-119.
  • Krashen, S. (2002). Defendingwhole language: The limits of phonics instruction and the efficacy of whole language instruction. Reading Improvement, 39(1), 32-42. Retrieved from https://l24.im/mH8DSVk
  • Kuşdemir Kayıran, B., & Karabay, A. (2012). A study on reading comprehension skills of primary school 5th grade students--learning basic reading and writing skills through phonics-based sentence method or decoding method. Educational Sciences:Theory and Practice, 12(4), 2854-2860. Retrieved from https://eric.ed.gov/?id=EJ1002879
  • Lonigan, C. J., Schatschneider, C., & Westberg, L. (2008). Identification of children’s skills and abilities linked to later outcomes in reading, writing, and spelling. In T. N. E. L. Panel (Ed.), Developing Early Literacy. (pp. 55–106.). National Institute for Literacy.
  • Maviş, F. Ö., Özel, Ö., & Arslan, M. (2014). Comparison of sentence analysis and phonics-based sentence methods in reading-writing in the light of teachers opinions (sample of Tokat province). The Journal of Academic Social Science Studies, 8(Number: 28), 481-481. doi:10.9761/jasss2436
  • McIntyre, E., Hulan, N., & Layne, V. (2011). Reading instruction for diverse classrooms: Research-based, culturally responsive practice. New York: The Guilford PRess.
  • Miller, J., & Schwanenflugel, P. J. (2006). Prosody of syntactically complex sentences in the oral reading of young children. Journal of Educational Psychology, 98, 839–853. doi.org/10.1037/0022-0663.98.4.839
  • MNE (The Ministry of National Education), (2005). Elementary School Program. MEB Publications.
  • National Reading Panel (2000). Teaching children to read: Reports of the subgroups. National Institute of Health.
  • Öney, B., & Durgunoğlu, A. Y. (1997). Beginning to read in Turkish: A phonologically transparent orthography. Applied psycholinguistics, 18(1), 1-15. doi:10.1017/S014271640000984X
  • Perfetti, C. (2007). Reading ability: Lexical quality to comprehension. Scientific studies of reading, 11(4), 357-383. doi.org/10.1080/10888430701530730
  • RAND Reading Study Group (2002). Reading for understanding: Toward an R&D program in reading comprehension: Rand Corporation.
  • Ravid, D., & Mashraki, Y. E. (2007). Prosodic reading, reading comprehension and morphological skills in Hebrew-speaking fourth graders. Journal of Research in Reading, 30, 140–156. doi:10.1111/j.1467-9817.2007.00340.x.
  • Rayner, K. (2009). The 35th sir frederick bartlett lecture: Eye movements and attention in reading, scene perception, and visual search. Quarterly Journal of Experimental Psychology, 62(8), 1457-1506. doi:10.1080/17470210902816461
  • Rayner, K., Chace, K. H., Slattery, T. J., & Ashby, J. (2006). Eye movements as reflections of comprehension processes in reading. Scientific Studies of Reading, 10(3), 241-255. doi:10.1207/s1532799xssr1003_3
  • Rayner, K., & Slattery, T. J. (2009). Eye movements and moment-to-moment comprehension processes in reading. In R. K. Wagner, C. Schatschneider, & C. Phythian-Sence (Eds.), Beyond decoding: The behavioral and biological foundations of reading comprehension: (pp. 27-45) Guilford Press.
  • Sağırlı, M. (2020). Comparison of reading comprehension levels of literate learners with different methods. Education 3-13, 48(1), 100-117. doi:10.1080/03004279.2019.1593481
  • Shone, J. A. (2002). Effect of whole language instruction in reading comprehension scores of first grade students. Theses and Dissertations. 1511. Retrieved from https://rdw.rowan.edu/etd/1511
  • Sok, S., Shin, H. W., & Do, J. (2021). Exploring which test-taker characteristics predict young L2 learners' performance on listening and reading comprehension tests. Language Testing, 0265532221991134. doi:10.1177/0265532221991134
  • Susar Kırmızı, F., Bıçak, E., Duran, A., & Batmaz, G. (2012). Teacher views on initial literacy instruction with the sound-based sentence method. Procedia - Social and Behavioral Sciences, 46, 3642-3648. doi:10.1016/j.sbspro.2012.06.120
  • Şahin, A. (2011). Comparing reading comprehension level and oral reading speed of 5th class students who had first reading writing through different methods. Hacettepe University Journal of Education, 41(41). Retrieved from https://l24.im/l1XJ
  • Şahin, İ., İnci, S., Turan, H., & Apak, Ö. (2006). Comparison of the phonics and the whole language methods on reading instruction. Journal of National Education, (171), 109-129. Retrieved from https://l24.im/IRt
  • Şenel, H. G. (2004). Teacher’s preferences in methods of reading-writing instruction. Elementary Education Online, 3(2), 48-53. Retrieved from https://l24.im/qh97Ur2
  • Teale, W. H., Whittingham, C. E., & Hoffman, E. B. (2018). Early literacy research, 2006–2015: A decade of measured progress. Journal of Early Childhood Literacy, 20(2), 169-222. doi:10.1177/1468798418754939
  • Temizyürek, F. (2008). The impact of different types of texts on Turkish language reading comprehension at primary school grade eight students. Eurasian Journal of Educational Research (EJER)8 (30), 141-152. Retrieved from https://l24.im/h3CqK
  • Tok, Ş. (2001). Evaluation of the methods used in reading and writing teaching. Educational Administration Theory and Practice, 7(26), 257-275. Retrieved from https://dergipark.org.tr/en/pub/kuey/issue/10370/126924
  • Tok, Ş., Tok, T. N., & Mazı, A. (2008). Evaluation of analysis and sound-based sentences methods for pre-reading and writing education. Educational Administration Theory and Practice, (53), 123-144. Retrieved from https://l24.im/GNIOsW
  • Türkel, A., Özdemir, E. E., & Akbulut, S. (2017). Validity and reliability study of reading culture scale. Electronic Turkish Studies, 12(14), 465-490. doi:10.7827/TurkishStudies.11620
  • Wagner, R. K., Schatschneider, C., & Phythian-Sence, C. (2009). Beyond decoding: The behavioral and biological foundations of reading comprehension. Guilford Press.
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There are 58 citations in total.

Details

Primary Language English
Subjects Educational Psychology
Journal Section Research Articles
Authors

Mine Yıldız 0000-0001-6215-4388

Meryem Özdemir Cihan 0000-0002-6375-485X

Engin Kurşun 0000-0002-5649-8595

Selçuk Karaman 0000-0002-0493-3444

Elif Akan 0000-0001-9472-922X

Ömer Yılar 0000-0002-3560-0028

Project Number 119K035
Early Pub Date December 17, 2023
Publication Date January 1, 2024
Acceptance Date October 25, 2023
Published in Issue Year 2024 Volume: 11 Issue: 1

Cite

APA Yıldız, M., Özdemir Cihan, M., Kurşun, E., Karaman, S., et al. (2024). Whole Language Method or Phonics Method for Better Reading? An Eye-tracking Study. Participatory Educational Research, 11(1), 121-141. https://doi.org/10.17275/per.24.8.11.1
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