In this historical analysis, we examine the context of debates over the role of phonics in literacy and current debates about the science of reading, with a focus on the work and impact of the late literacy scholar Jeanne Chall. We open by briefly tracing the roots of the enduring debates from the 19th and 20th centuries, focusing on beginning…

The ability to learn is an important life skill. It is a critical skill for participation in all aspects of life, including school, work, and the community. It is a major key to accessing knowledge, gaining independence, and exercising life choices. Many people believe that individuals with moderate disabilities cannot learn how to read. They…

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)

A study investigated whether instruction in spelling would affect acquisition of the alphabetic strategy by beginning readers. Subjects, 28 beginning first- and second-graders of average or above-average intellectual ability in whole language classrooms, participated in small group training for two 20 minute periods a week for 6.5 months.…

Describes the positive experiences of veteran teachers who have switched from basal reading to the whole language approach. (PRA)

A recent report entitled "Preventing Reading Difficulties in Young Children" (Snow, Burns, and Griffin, 1998) concludes that both phonics and whole language are important in teaching young children how to read. These two strategies--along with plenty of time for children to read, to be read to, and to write--are important components of…

This paper aims to offer a "fresh look" and to provide some further insights on teaching basic language skills with literature and composition-based "whole" language arts programs (this could include the Core Knowledge Foundation's literature), and on the time and attention this combination deserves in primary-level classrooms.…

The purpose of this digest is to review various interpretations of balanced reading instruction and to explore the relationship between this instructional approach to beginning reading and state reading standards. Sections of the digest address what balanced reading is, offer examples from classroom practice, and discuss reading instruction and…

Describes one teacher's unhappiness with the teaching situation because of the school district's recent adoption of a systematic intense phonics instruction program that every K-3 teacher is required to use with every child via whole group instruction. Argues for the importance of whole language instruction. (SG)

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…

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…

Describes how children develop printed word knowledge when taught with a top-down, sentence-based approach. Cites four stages in word knowledge development: word as a nameable object in text; word as an object with a beginning element; word as an object with a discernible beginning and end; and word as an object with a beginning, middle, and end.…

This article describes a teacher-created instructional phonics program that shares philosophical underpinnings of the whole-language movement which is not always adequate in helping at-risk beginning readers. In this program, phonics is taught directly in a way that is natural, authentic, interesting, meaningful, and fun for children. (JDD)

First and second grade teachers (n=275) were surveyed concerning their knowledge about and attitudes toward the whole-language approach to reading instruction. Findings suggest that many teachers are not persuaded that the whole-language approach to reading instruction is to be preferred over other methods such as intensive phonics instruction or…

Argues that deep coding skills must and can be introduced, taught, practiced, and reinforced within contexts meaningful to students. Shows how teachers can provide these meaningful educational contexts within which decoding strategies make sense to emerging readers. (SR)