Literature?based integrated language instruction and the language?deficient student

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Abstract
This paper reports an ex post facto descriptive study that was conducted to determine if the reading comprehension scores of intermediate‐grade language‐deficient students had improved with the use of literature‐based integrated language (whole language) instruction regardless of the instructional strategies employed. A sample of 44 sixth‐grade students of predominantly Filipino heritage were selected from four naturally occurring clusters at a single site. Using the Unit 1 test from the Harcourt Brace Jovanovich (HBJ) curriculum, Imagination: An Odyssey Through Language, for pre‐ and posttest evaluation, statistical analysis indicated a significant gain after approximately 25 weeks of instruction. Further analysis correlating percentages of various instructional strategies employed by the teachers of each group to the mean increases of the individual groups suggested that the effectiveness of whole language instruction may be significantly enhanced with the use of certain strategies such as class discussion, oral reading, and direct instruction.

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