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Whole language vs phonics debate
The importance of methods to teach phonics
Whole language vs phonics debate
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Recommended: Whole language vs phonics debate
Whichever way you learned to read, chances are you never knew what the terms “phonics” or “whole language” meant. However, these are the terms that are at opposite ends of an on-going debate over the best way to teach children how to read. “Simply stated, supporters of the whole language approach think children's literature, writing activities, and communication activities can be used across the curriculum to teach reading; backers of phonics instruction insist that a direct, sequential mode of teaching enables students to master reading in an organized way” (Cromwell, 1997).
Critics of phonics claim that the curriculum is too boring, that the endless worksheets will turn children away from the joy that could be reading and writing. Critics of whole language, however, claim that there is too little structure and that the students will fail to properly comprehend what they are reading and spell words correctly (Curtis, 1997). At times the debate has become rather polarized, despite the fact that the methods are not necessarily dichotomous. People have often politicized the debate as well, which fails to keep the best interest of students in mind (Rothstein, 200; Strickland, 1998). Instead of choosing between a phonics based and a whole language method of teaching reading, educators should use a combination that is specifically tailored to the needs of his/her individual students. This allows the students to use their phonics knowledge within a larger whole language context, eventually instilling in children a desire to read and enabling them to read well.
Phonics
Phonics is a very systematic approach to teaching reading that involves the breaking down of words into smaller parts. This process is called decoding. It focus...
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...ational Leadership, 55(6). 6-10. Retrieved March 7, 2003 from the Web. http://www.ascd.org/cms/objectlib/ascdframeset/index.cfm?publication=http://www.ascd.org/publications/ed_lead/199803/strickland.html
Willows, D. (2002, January). The Balanced Literary Diet. School Administrator, 59(1). 30-33. Retrieved April 23, 2003 from the Web. http://www.aasa.org/publications/sa/2002_01/Willows.htm
Pappano, L. (2001, November 25). Teaching Reading No Longer One-Size Fits All. Boston Globe. Retrieved March 6, 2003 from LexisNexis Academic database.
Rothstein, R. (2001, September 5). Consensus in Reading War If Sides Would Only Look. New York Times. Retrieved April 24, 2003 from LexisNexis Academic database.
Schemo, D.J. (2002, February 9). California Leads Chorus of Sounded-Out Syllables. New York Times. Retrieved March 6, 2003 from LexisNexis Academic database.
This article provides the rationale for introducing a phonics screening check in Australian schools, detailed explanations of its development, implementation, and result in English schools, and also recommendations for a phonic screening in Australia. Furthermore, the author has attempted to research and document a method that is believed can improve Australian children literacy level and their reading ability not only nationally but also internationally. By implementing the Year 1 Phonics Screening Check and demonstrate how systematic phonics is being taught across the country and in individual schools, it is believed that it can improve teaching methods. The article makes an exceptional initiation to implement new education policy scheme in Australia. Despite there was a lot of research in this teaching method, seeing the result and evaluation in the implantation in Australia will add new knowledge on this
Fountas, I., C., & Pinnel, G. S., (2009). When readers struggle: Teaching that works. Portsmouth, NH: Heinemann.
Six principles for early reading instruction by Bonnie Grossen will be strongly enforced. It includes Phonemic awareness, each letter-Phonemic relationship explicitly, high regular letter-sound relationship systematically, showing exactly how to sound out words, connected decodable text to practice the letter phonemic relationships and using interesting stories to develop language comprehension. Double deficit hypothesis which focuses on phonological awareness and rapid naming speed.
Balanced Literacy is an approach for teaching literacy that is widely used in classrooms across the country. It involves several methods of teaching and learning reading and writing, whole class instruction directed by the teacher with independent work in reading, writing, and oral language. By integrating a variety of approaches, a balance is achieved in which students learning to understand text (from a whole language approach) as well as how to read text (from a phonics approach). Effective phonics instruction focuses children's attention on noticing the letter/sound patterns in initial consonants and consonant clusters and in rimes.
"Pearson - Writing and Reading Across the Curriculum, 8/E - Laurence Behrens & Leonard J. Rosen." Pearsonhighered.com, 2013. Web. 8 Dec 2013. .
During adolescence, I began reading and writing through a fundamental learning program called, "Hooked on Phonics." This program consisted of long hours spent reading short novels and writing elementary phrases which were commonly taught in the second and third grade. With the motto, "Improve your child's reading and writing skills in just four weeks!" I was bound to become the next Mark Twain. The method of this course specialized in the improvements of word acquisition rates as well as reading speed; however, it lacked in the area of teaching comprehension. At a young age, I was instilled with the dire need to be highly educated and although I was unable to experience a fun and adventurous childhood like many other children, I am grateful for being raised with a greater knowledge and wisdom than that ingrained in many.
The DeFord Theoretical Orientation to Reading Profile, developed in 1985 by Diane DeFord, is a way to measure the philosophy and belief systems associated with instructional practices in the beginning of reading. The three systems include phonics, skills, and whole language (Vacca et al 2006). The bottom-up beliefs systems, associated with Behaviorism, place emphasis on letters, letter-sound relationships, and the understanding that the student, in order to comprehend the selection, must recognize each word in a text. There is importance placed on decoding, and skills are taught in a systematic and sequential format.
Reading is a complex process that’s difficult to explain linearly. A student’s reading capabilities begin development long before entering the school setting and largely start with exposure (Solley, 2014). The first remnants of what children are able to do in terms of reading are built from their parents and other people and object around them as they’re read to, spoken to, and taken from place to place to see new things (Solley, 2014). As kids are exposed to more and more their noises quickly turn into intentional comprehensible messages and their scribbling begins to take the form of legible text as they attempt to mimic the language(s) they’re exposed to daily.
Four phases of reading development have been established (Ehri 1994, 1995, 1998, 1999) : pre-alphabetic, partial alphabetic, full alphabetic and consolidated alphabetic. These phases has led to the core understanding of children's reading development, apart from the pre-alphabetic phase phonological awareness skills are seen throughout the phases.
Phonological awareness and phonics are closely connected in teaching young children, firstly we need to understand what phonics is. Phonics is a method of the teaching smallest unit of sound in the English language, not only repressed by one letter but also between patterns and sound-letter relationship. Phonics is the sound that
The five key elements are one, Phonemic Awareness. This is when a teacher helps children to learn how to manipulate sounds in our language and this helps children to learn how to read. Phonemic Awareness can help to improve a student’s reading, and spelling. With this type of training the effects on a child’s reading will last long after training is over. The second key is Phonics. Phonics has many positive benefits for children in elementary schools from kindergarten up to the sixth grade level. Phonics helps children who struggle with learning how to read by teaching them how to spell, comprehend what they are reading, and by showing them how to decode words. The third key is Vocabulary. Vocabulary is important when children are learning how to comprehend what they are reading. Showing children, the same vocabulary words by using repetition will help them to remember the words. The fourth key is comprehension. Comprehension is when a child’s understanding of comprehension is improved when teachers use different techniques such as generating questions, answering questions, and summarizing what they are
... to two different ways a child is taught to read, phonics and whole language. Phonics includes teaching reading to children by requiring them to learn the sounds of each letter before they begin to decipher simple words (Berger, 303). Whole-language teaches reading by encouraging children to develop talking, listening, reading, and writing in learning communication (Berger, 303). I remember learning how to read and how hard it was. I can recall being given a question in first grade, where we had to read about a certain situation. My said something like the firefighters just arrived on the fire truck. What will they do next? I answered that they would sit down and eat a peanut butter and jelly sandwich. I remember my teacher talking to me about my answer because I couldn’t read.
“What is she teaching her!” was my reaction to the first journal my daughter, Margo brought home from her kindergarten classroom. I was terrified as I read “I luv makn piktrs” accompanied by a drawing or a girl, grinning ear to ear, painting a picture. A million thoughts ran through my mind: “How will she ever learn to read if she cannot sound out the word—she should be learning how to spell her words correctly? She will not be successful! How is this going to look if I’m going to be an English teacher and my own daughter cannot read? What is going on here?” I was of the notion phonics needed to happen first. Panic set in when I realized Margo’s teacher wanted nothing to do with the phonics approach to teaching reading; an approach I learned how to read by, my son learned how to read by(just the year before), basically, everyone I knew learned by phonics, or so I thought. I had been focused on the lack of phonics not the fact that my daughter could write a sentence and comprehend what she was reading and writing.
This article explores the benefits of teaching phonics to children and how important it is in several areas. Not only does phonics help with reading, but it also improves skills in word identification, fluency and comprehension, silent and oral reading, and spelling. The article goes into detail on how phonics is crucial as a building block of reading and how the benefits of phonics are related. Without phonics and the connection between letters and sounds, reading cannot happen. Letters need to be taught in relation to their sounds with consideration that many letters have different sounds with certain words. The article mentions how meaningful phonics is and claims “Phonics gives meaning to the medium, the print, while the meanings of the words and the syntax give meaning to the message.” Phonics helps students pronounce and understand new words through their knowledge of letter combinations and sounds. This knowledge allows students the opportunity for problem solving and discovering things independently. The overall goal of teaching phonics is to help readers use their prior knowledge to determine new words for
Whole language or the socio-psycholinguistic approach to teaching reading is not a program for teaching, but instead a set of beliefs. “Whole language is a philosophical stance” (I Do Whole Language on Fridays 18). This theory is a student centered approach from the perspective that learning occurs best when information is presented as a whole rather than divided into smaller components which lead to making meaning. “English teaching is not a fixed system, nor an exact science” (Foster 12). Students are meant to create and construct their own knowledge based on their encounters and experiences.