Graduate Research Papers


Open Access Graduate Research Paper


There is rising concern among Chapter 1 reading educators that instruction that occurs under Chapter 1 guidelines is often in conflict with what is known to be effective reading instruction. Current research and theory increasingly reveals that an instruction resulting from the whole language philosophy is effective in helping children learn reading and language skills. And yet, currently there are several characteristics of Chapter 1 programs that conflict with instruction based on the whole language philosophy. The purpose of this paper is to explore the conflict between instruction that characterizes Chapter 1 programs and instruction that results from the whole language philosophy. In this analysis, it will be seen that the conflict may be due to a misinterpretation of the Chapter 1 guidelines by state and local agencies. While there is evidence of programs attempting to address this issue, there continue to be inhibitions stemming from this misinterpretation.

Year of Submission


Degree Name

Master of Arts in Education


Department of Curriculum and Instruction

First Advisor

Ned Ratekin


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Date Original


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1 PDF file (37 leaves)



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