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Semingson, Peggy; Kerns, William – Reading Research Quarterly, 2021
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…
Descriptors: Reading Research, Phonics, Literacy, Beginning Reading
Cowden, Peter A. – College Student Journal, 2010
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…
Descriptors: Beginning Reading, Learning Disabilities, Phonemic Awareness, Reading Skills
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
Johnson, Debra – 1999
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…
Descriptors: Beginning Reading, Literature Reviews, Phonics, Primary Education
McCulloch, Myrna T. – 2000
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.…
Descriptors: Basal Reading, Beginning Reading, Language Arts, Phonics
Stoicheva, Mila – 1999
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…
Descriptors: Academic Standards, Beginning Reading, Phonics, Primary Education

Meyer, Rick – Talking Points, 1999
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)
Descriptors: Beginning Reading, Identification (Psychology), Phonics, Primary Education
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

Morgan, Kenneth B. – Intervention in School and Clinic, 1995
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)
Descriptors: Beginning Reading, High Risk Students, Phonics, Primary Education
Raven, Jennifer N. – 1997
Most educators agree that an approach balanced between phonics and whole language is the best method of teaching beginning readers. Marie Carbo (1996) discusses the importance of focusing on a balanced approach to reading, because different students have different learning styles. Children who learn best with phonics instruction have analytic and…
Descriptors: Beginning Reading, Cognitive Style, Instructional Effectiveness, Language Skills
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

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
Routman, Regie – Instructor, 1992
The article describes how to teach skills strategically in whole-language classrooms. It discusses differences between skills and strategies and notes how to move from skill to strategy. A section on teaching phonics examines phonics charts and personal phonics booklets; suggests an order for teaching phonics. (SM)
Descriptors: Beginning Reading, Phonics, Primary Education, Reading Skills

Dahl, Karin L.; Scharer, Patricia L.; Lawson, Lora L.; Grogan, Patricia R. – Reading Research Quarterly, 1999
Analyzes phonics teaching and learning in eight whole-language first-grade classrooms from October through May. Finds that foundation concepts (phonemic and phonological awareness, phonemic segmentation) and letter-sound relationships were taught and that teachers differentiated phonics instruction based on learned development and ongoing…
Descriptors: Academic Achievement, Beginning Reading, Decoding (Reading), Grade 1

Worthy, Jo; Hoffman, James V. – Reading Teacher, 1998
Offers responses from four readers of this journal, all reading and/or classroom teachers, to a question posed by another teacher: whether children who have had limited literacy experiences should start reading in whole-language readers and/or trade books or whether they should start in controlled-vocabulary preprimers. (SR)
Descriptors: Beginning Reading, Emergent Literacy, Instructional Effectiveness, Phonics