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

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

doi:10.17275/per.24.8.11.1

EN

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

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

Details

Primary Language

English

Subjects

Educational Psychology

Journal Section

Research Article

Authors

Mine Yıldız
0000-0001-6215-4388
Türkiye

Meryem Özdemir Cihan ^*
0000-0002-6375-485X
Türkiye

Engin Kurşun
0000-0002-5649-8595
Türkiye

Selçuk Karaman
0000-0002-0493-3444
Türkiye

Elif Akan
0000-0001-9472-922X
Türkiye

Ömer Yılar
0000-0002-3560-0028
Türkiye

Early Pub Date

December 17, 2023

Publication Date

January 1, 2024

Submission Date

August 9, 2023

Acceptance Date

October 25, 2023

Published in Issue

Year 2024 Volume: 11 Number: 1

DOI

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

IZ

https://izlik.org/JA48FT88LY

APA

Yıldız, M., Özdemir Cihan, M., Kurşun, E., Karaman, S., Akan, E., & Yılar, Ö. (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

AMA

1.Yıldız M, Özdemir Cihan M, Kurşun E, Karaman S, Akan E, Yılar Ö. Whole Language Method or Phonics Method for Better Reading? An Eye-tracking Study. PER. 2024;11(1):121-141. doi:10.17275/per.24.8.11.1

Chicago

Yıldız, Mine, Meryem Özdemir Cihan, Engin Kurşun, Selçuk Karaman, Elif Akan, and Ömer Yılar. 2024. “Whole Language Method or Phonics Method for Better Reading? An Eye-Tracking Study”. Participatory Educational Research 11 (1): 121-41. https://doi.org/10.17275/per.24.8.11.1.

EndNote

Yıldız M, Özdemir Cihan M, Kurşun E, Karaman S, Akan E, Yılar Ö (January 1, 2024) Whole Language Method or Phonics Method for Better Reading? An Eye-tracking Study. Participatory Educational Research 11 1 121–141.

IEEE

[1]M. Yıldız, M. Özdemir Cihan, E. Kurşun, S. Karaman, E. Akan, and Ö. Yılar, “Whole Language Method or Phonics Method for Better Reading? An Eye-tracking Study”, PER, vol. 11, no. 1, pp. 121–141, Jan. 2024, doi: 10.17275/per.24.8.11.1.

ISNAD

Yıldız, Mine - Özdemir Cihan, Meryem - Kurşun, Engin - Karaman, Selçuk - Akan, Elif - Yılar, Ömer. “Whole Language Method or Phonics Method for Better Reading? An Eye-Tracking Study”. Participatory Educational Research 11/1 (January 1, 2024): 121-141. https://doi.org/10.17275/per.24.8.11.1.

JAMA

1.Yıldız M, Özdemir Cihan M, Kurşun E, Karaman S, Akan E, Yılar Ö. Whole Language Method or Phonics Method for Better Reading? An Eye-tracking Study. PER. 2024;11:121–141.

MLA

Yıldız, Mine, et al. “Whole Language Method or Phonics Method for Better Reading? An Eye-Tracking Study”. Participatory Educational Research, vol. 11, no. 1, Jan. 2024, pp. 121-4, doi:10.17275/per.24.8.11.1.

Vancouver

1.Mine Yıldız, Meryem Özdemir Cihan, Engin Kurşun, Selçuk Karaman, Elif Akan, Ömer Yılar. Whole Language Method or Phonics Method for Better Reading? An Eye-tracking Study. PER. 2024 Jan. 1;11(1):121-4. doi:10.17275/per.24.8.11.1