What About Teaching Reading With A Focus On Whole Language?
- by Myrna T. McCulloch
Numerous research articles in recent years have examined the merits of phonics instruction versus a "whole language" or integrated approach to
teaching language skills to primary students. Indeed "the great debate" has grown increasingly shrill and pointedly insistent that the two theories
must remain mutually exclusive. Only more recently a few researchers and synthesizers of research have suggested that at least portions of these
two approaches to reading instruction could, and probably should, be combined for the ultimate advantage of the student.
- From the National Association for the Education of Young Children
Children cannot learn to read without an understanding of phonics. All children must know their ABCs and the sounds that letters make in
order to communicate verbally. The question in early childhood programs is not whether to teach "phonics" or "whole language learning,"
but how to teach phonics in context‹rather than in isolation‹so that children make connections between letters, sounds, and meaning.
- By Sam Blumenfeld
- By Constance Weaver. This digest discusses some of the ways children develop functional phonics knowledge in the context of authentic reading and writing, as well as some
of the ways teachers can foster such development.
- The basic tenets.This is a must-read! I believe that too many
people don't know what whole language really is. This spot contains solid
information concerning this often mislabeled philosophy of education. Also
includes link to TAWL listserve, on which Ken Goodman is rumored to
occassionally appear!
- Whole language has come under recent attack, especially as some programs implementing instruction considered "whole language" have seen decreases in achievement scores in reading and writing (Fey, 1995). This has led many educators and parents to question whole language as a
teaching philosophy and to mandate the structured, systematic teaching of phonics and other skill-based methods. however, many problems that are attributed to whole language as a philosophy are the outcomes of other educational dynamics that have led to ineffective practices.
- Author: Constance Weaver This digest discusses some of the ways children develop functional phonics knowledge in the context of authentic reading and writing, as well as some of the ways teachers can foster such development.
- The debate still rages among educators, parents, and experts. Whole language? Or phonics? Which approach to teaching reading works best? Is the pendulum swinging?
The Research