For 60 years, confusion and misinformation have reigned supreme whenever the subject of teaching phonics comes up for discussion. The paper considers various phonics programs, both old and new, and appraises their effectiveness. It also discusses works on phonetics by some well-known researchers and experts in reading, among them Frank Smith,…

This essay argues that sense depends on the circulation of nonsense. A realisation of the reciprocal relation can result in a micro-level praxis that helps us, as educators, to free ourselves from the polarisations that have occurred in the field of literacy, such as the phonics/whole language debate, replacing the antagonism with a more…

Whole language versus phonics: the debate rages on over the proper techniques for teaching reading. Whole language is a child-centered, literature based approach to language teaching that will immerse the students in real communication. The reasons placed behind whole language teaching are based on linguistics, pedagogy, and psychology. In the…

Considers theory, research, and techniques associated with whole-language and skill-based approaches to reading (including issues related to teaching phonics and reading comprehension) to see how remedial children can best be served. Examines ways group activities and cooperative learning can support remedial children. (SR)

The writer reminds readers that the polemics of reform frequently portray the realm of teaching and learning in more extreme terms than is really necessary. Likening calls for educational reform to scientific revolutions sparked by Kuhn, Darwin and Copernicus, that jettison completely the assumptions and premises of the theories they replace, Bond…

Argues that holistic, transactional views of the reading process have been uprooted and replaced with what has been labeled "balanced" instruction. Presents a brief outline of the California requirements for instruction incorporating phonics. Concludes by encouraging whole language teachers to stand together because their beliefs are…

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.…

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)

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…

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…

This paper contends that the most difficult task facing state policymakers is to understand that the strong feelings on both sides of the reading debate may not be truly reflective of the choices before them--it is not a choice between teaching reading through phonics or whole language. The paper states that a good whole language program must…

Students individually need to experience success in reading, be it a systematic approach in phonics or in whole language procedures. Quality action research, conducted within the local school/school system, needs to be conducted to notice which of these two procedures of reading instruction best meets student needs. Each student needs to achieve…

Presently, reading is much discussed by senators, representatives, and state legislatures--the debate is on the following issues in reading instruction: (1) having all students in public school achieve at grade level as a reading minimum; (2) accountability of teachers for student achievement; (3) teachers having high achievement expectations from…

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;…

Examines IBM's Writing to Read (WTR) program for kindergartners and first graders from four perspectives: its language learning paradigm, the computer program design, the research conducted on its effectiveness, and implementation considerations. Since costs outweigh learning benefits, educators should reconsider purchasing this program. Includes…