Reutzel, D. R., & Cooter, R. B. (1990).

Whole language: Comparative effects on first-grade reading

achievement. Journal of Educational Research, 83(5). Retrieved

from http://eds.a.ebscohost.com.library2.csumb.edu:2048/ehost/detail/detail?vid=0&sid=eb929f9a-e414-4e76-

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a6e27aa5a915%40sessionmgr4006&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=5005186&db=aph

Ray Reutzel and Robert Cooter are both part of the Department of Elementary Education at Brigham Young

University. Reutzel and Cooter (1990) point out that there is a need for research on whole language approach

in comparison to a traditional basal reading approach. The comparative study used 91 first grade students in

four classrooms. Two classrooms used the whole language approach, and the other two used the basal reading

approach. The results showed that the whole language approach yielded greater scores in reading, vocabulary,

and comprehension. However, Reutzel and Cooter’s conclusions differ from other studies where letter-sound

instruction helped the students read at a faster rate (Foorman, Liberman, Francis, & Novy, 1991).

The comparative study is especially beneficial to elementary school teachers as well as parents teaching

their child to read. The research relates to my capstone project since the learning modules will include both a

basal reading and whole language approach to teach students reading strategies. Students will be learning

phonemic awareness, phonics, as well as context clues to help them with fluency.