A recent exchange of four letters in The Reading Teacher exemplifies the revolution going on in reading education. It began with a letter from Joanne Yatvin, a superintendent of schools, apparently sympathetic to whole language, asking for evidence that based on whole language work(s) better for kids (or at least as well) when compared to more traditional instruction (Yatvin, 1993). She acknowledges the importance of qualitative research, but continues that:
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McKenna et al. (1994) studied this question.
Synapse has enriched 2 closely related papers on similar clinical questions. Consider them for comparative context: