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Jones, Rebecca – American School Board Journal, 1996
In state legislatures and school boards around the country, the approach and the quality of reading instruction are under attack because of a decline in reading scores. The best reading instruction draws on the strengths of different philosophies. School boards should encourage schools to teach both phonics and the whole-language approach. (MLF)
Descriptors: Beginning Reading, Elementary Education, Phonics, Reading Instruction
Pollack, Hilary L. – Journal of the Wisconsin State Reading Association, 1991
Describes the positive experiences of veteran teachers who have switched from basal reading to the whole language approach. (PRA)
Descriptors: Beginning Reading, Elementary Education, Reading Instruction, Reading Teachers
Peer reviewed Peer reviewed
Dudley-Marling, Curt – Talking Points, 1999
Discusses the label of "whole language teacher" and expresses that the author's concern about being named one is based on his sense that names matter; he worries about who is doing the naming and for what purpose. Concludes that whole language is needed as a way of creating community to support all those language teachers who "teach against the…
Descriptors: Beginning Reading, Elementary Education, Labeling (of Persons), Reading Instruction
Carroll, Vickie – 1997
Recent research confirms that children learn to read best by using a balanced literacy program incorporating a combination of explicit phonics, whole language, and good literature. Long before children are able to engage in reading themselves, they must feel that reading is something they want to do. Comfortable and early familiarity with letters…
Descriptors: Beginning Reading, Elementary Education, Phonics, Reading Instruction
Ediger, Marlow – 2000
This paper begins with an overview of necessary word recognition skills and the debate between use of phonics versus whole language. The paper gives a useful 5-step strategy for decoding unfamiliar words: (1) use context clues; (2) try the sound of the initial consonant, vowel, or blend in addition to context clues; (3) check for structural clues;…
Descriptors: Beginning Reading, Elementary Education, Phonics, Reading Instruction
Peer reviewed Peer reviewed
Stanovich, Keith E.; Stanovich, Paula J. – Journal of Research in Reading, 1995
Outlines a strategy for resolving disputes between the whole language and phonics camps in reading instruction. Reviews research on the role of context in word recognition, the process of reading acquisition, and analytic versus holistic approaches to reading acquisition. Suggests that the way is clear for whole language advocates to reconstitute…
Descriptors: Beginning Reading, Context Clues, Elementary Education, Literature Reviews
Sensenbaugh, Roger – 1996
This digest discusses the concept of "phonemic/phonological awareness"--the awareness that spoken language is made up of discrete sounds. The digest also discusses why this concept is so important to early childhood educators, its relation to the debate on the best type of reading instruction, and teaching methods that may help children…
Descriptors: Beginning Reading, Elementary Education, Oral Language, Phonemic Awareness
Peer reviewed Peer reviewed
Juel, Connie – Journal of Research in Reading, 1995
Suggests that abandoning controlled vocabulary texts on the assumption that reading is a psycholinguistic guessing game was wrong. Claims that the current emphasis on strategy instruction, scaffolded reading experiences, and the use of writing to foster letter-sounds may provide good outcomes for those teachers and children who dreaded reading…
Descriptors: Beginning Reading, Elementary Education, Literature Reviews, Reading Instruction
Peer reviewed Peer reviewed
Korkeamaki, Riitta-Liisa; Dreher, Mariam Jean – Language Arts, 1993
Reviews the typical approach (synthetic phonics) to teaching reading in Finland. Suggests that teachers in English-speaking countries can learn from problems Finnish teachers face and vice versa. Finds that, despite a highly regular writing system, Finnish teachers find that a heavy phonics emphasis does not solve their reading instruction…
Descriptors: Beginning Reading, Elementary Education, Finnish, Foreign Countries
Feng, Jianhua – 1992
Dissatisfied with traditional approaches to beginning reading practices dominated by phonics, basal reading series, and workbooks, and more importantly, influenced by research and knowledge about how children learn to read, teachers/educators launched a grass-roots whole language movement in the early 1980s. However, the term "whole…
Descriptors: Beginning Reading, Developmental Stages, Elementary Education, Instructional Effectiveness
Ediger, Marlow – 1999
Much is written and spoken about in terms of whole language versus phonics in early reading instruction in the public schools, but the issue between whole language versus phonics probably pertains to what is needed by individual pupils. There are advantages as well as disadvantages for whole language approaches in reading instruction. Needs differ…
Descriptors: Beginning Reading, Elementary Education, Instructional Effectiveness, Phonics
McNally, Carol – 1994
Experienced whole language teachers have developed a number of practical strategies that can and should be used to facilitate the development of "graphophonic knowledge" in their students' literacy learning. Graphophonic knowledge is defined as the combination of the sound system (phonology), the graphic system (orthography), and how…
Descriptors: Beginning Reading, Class Activities, Classroom Environment, Classroom Techniques
Peer reviewed Peer reviewed
Moustafa, Margaret – Language Arts, 1993
Explains new research findings about how children learn letter-sound correspondences, relates the findings to whole-language reading instruction, and outlines a theory for how children acquire the letter-sound system without direct instruction in phonics. Describes recent findings on phonological processes involved in learning letter-sound…
Descriptors: Beginning Reading, Cognitive Processes, Elementary Education, Language Acquisition
Peer reviewed Peer reviewed
Wendon, Lyn – Early Child Development and Care, 1993
Describes LETTERLAND, a unique teaching model that blends a structured phonics approach with whole-language teaching and is widely used in British classrooms as an initial approach to literacy as well as in special needs contexts. (HTH)
Descriptors: At Risk Persons, Beginning Reading, Elementary Education, Foreign Countries
Peer reviewed Peer reviewed
Strickland, Dorothy S. – Educational Leadership, 1998
As the phonics/whole-language debate continues, a method called "whole-part-whole" provides a balanced conceptual framework for thinking about and planning skills instruction. It addresses the need for teaching that is grounded in fundamental understandings about whole texts (stories, informational books, and poems), allows for indepth…
Descriptors: Beginning Reading, Elementary Education, Holistic Approach, Models
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