The reading profession's current emphasis on whole language may have helped to raise the recurring debate between meaning-based (whole language) and phonics-based (code emphasis) approaches to teaching reading. As some researchers have linked whole language with whole word, phonics advocates have come forth with renewed vigor to offer a series of claims and counter claims. What has failed to occur in this debate is any movement away from the simplistic claims for improving reading instruction. Some teachers have already discovered ways to combine the strengths of several approaches to reading. Teachers who remain committed to their primary mission of developing literacy among their students will not get caught up in the power struggle between phonics and whole language. They will continue to apply what works--no matter what those in the reading profession choose to call it. (NKA)