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The hottest debate in the educational realm is “Whole Language vs. Phonics”. ... Whole language can also be referred to as: whole-word, look-say, or sight-reading (Richardson 1997). “True whole language curriculum teaches the reading and writing process through the actual practice of reading and writing” (Hintz 2003). On the other side is phonics. Phonics can be defined as a curriculum that puts emphasis on word analysis. ... Whole language instruction is said to be “literature based”. ... a phonics)?
So, what is the down side to whole language instruction? Well, some researchers believe that whole-language is a beneficial form of instruction for some students. ... “This group of children could include those with poor memory skills, perhaps a language delayed student with mild perception difficulty” (Hintz 2003). ... Therefore, whole language instruction would not be beneficial for the classroom as a whole. ... In whole language instruction, students do not learn this approach to decoding words.
Now, going back in history, lets look at phonics. From the time the Phoenicians practiced alphabetic concepts for encoding the sounds of language, communication in the Western World outstripped that of the Orient: You didn’t have to memorize a separate pictorial ideograph for every meaning, all you needed was two or three dozed connections between symbols and the language sounds they represent (Richardson 1997). ... This is where phonics comes in. ... Therefore, phonics instruction must naturally come first in the realm of teaching students how to read.
Another point to back up phonics is looking at the two types of readers in our society today.
Approximate Word count = 1224
Approximate Pages = 4.9
(250 words per page double spaced)
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