The process of learning to read is not innate for most students and has been historically divided into two approaches - Phonics and Whole Language. However, due to the dynamic nature of the English language, mastering reading skills can be challenging and perplexing.
Throughout the past few centuries, the act of reading has experienced various transformations. The inception of the English language occurred in the year 447 AD, with its written form being documented by Latin missionaries approximately three centuries later in 750 AD (Tompkins, 2003). During the span between the Fifteenth and Eighteenth centuries, hornbooks prevailed as the primary method for reading instruction, followed by Spellers. Additionally, in 1655, Pascal came up with the concept of synthetic phonics.
Throughout history, various methods of teaching literacy have been implemented. One such method was battledores, which
...were used during the Eighteenth and Nineteenth Centuries. Another method that emerged was synthetic phonics, which Noah Webster applied in 1783. From 1826 to 1876, the Elocution Era took place, during which a whole word instruction approach was employed. This method involved memorization of text, followed by recitation. In 1866, Edwin Leigh developed Leigh Print, a self-pronouncing print. Later, in 1879 McGuffey published a phonetic edition featuring a modified version of Leigh Print.
Introduced in 1889, the Elocutionary whole words method was accompanied by the sentence method. From 1900 to 1930, Whole Word instruction was still in use with phonics being utilized as an additional learning tool for upper grades. The Dick and Jane books were implemented in 1930. From the 1980s to the 1990s, Whole Word instruction, known as Whole Language, was increasingly employed. Phonics instruction was finally mandated i
classrooms in 2001 through the No Child Left Behind Act.
(The Phonics Page, n. d.) The implementation of Whole Word or Whole Language reading instruction in first grade during the 1988-1989 school year was clouded by controversy and disagreements. Frank Smith and Kenneth Goodman were responsible for creating this technique in the 1970s.
According to Groff, it was suggested that students improve their learning simply through reading. This means that students should be fully engrossed in reading and draw whatever knowledge they need from the written text. Teachers were advised that one effective way of achieving this is by reading aloud to students and encouraging them to follow the text closely.
Most teachers have their own approach to reading instruction, but they also incorporate required instruction. The Whole Language philosophy focuses on keeping language cohesive and avoiding fragmentation, while teaching skills in the context of the whole and integrating classroom learning with the student's life. (Weaver, 1990) Quality reading materials are crucial for any effective reading curriculum.
The philosophy emphasized the importance of "immersion" in reading rather than teaching "fragments". Therefore, it was crucial for teachers to read to their students and have them follow along with their own copy of the book. As a result, having multiple texts available in the classroom was essential. In the first grade classroom of 1988-1989, leveled readers were used and students were grouped according to their reading abilities. The teacher would typically introduce the new book and then let students read however they felt most comfortable, whether in pairs, alone, or in small groups.
The teacher's primary role during reading instruction was to introduce new books and to be available for questions.
Students with lower levels of reading comprehension were often urged to seek help from higher-leveled readers before approaching the teacher for assistance. Whole Language instruction was primarily based on leveled reading books. In 1988-1989, the first grade teacher fully embraced the Whole Language philosophy and did not use any textbooks for reading instruction.
Whole Language instruction did not emphasize spelling as a priority. Instead, it was deemed acceptable for students to make spelling errors as long as they were able to understand the intended meaning. First grade classes did not utilize worksheets to promote accuracy in spelling, as this method was not part of the immersive approach to written language.
The question of the "right" way to teach reading has been debated for centuries without a firm answer. However, the government and teachers across the nation have lately been embracing the newest philosophy of mandating the use of Phonics in classrooms. This philosophy involves mixing some techniques of Whole Language instruction with phonics instruction. The closest answer to what the "right" way to teach reading is seems to be found in incorporating a balanced mix of both whole language and phonics instruction. (Reference: Groff, P.)
The National Right to Read Foundation provides "Guided Reading Whole Language Style" on their website, located at http://www.nrrf.org/guided-reading-whole-language-style/. Retrieval date is unspecified.
Check out Liz's essay on guided reading at rrf.org
The origin of reading instruction can be discovered at http://www.thephonicspage, retrieved from The Phonics Page Website.
For information on the history of reading, check out org/On%20Phonics/historyofreading.html. In "Literacy for the 21st Century," G. E. Tompkins also explores the importance of literacy in modern times.
Upper Saddle River, New Jersey: Merrill Prentice Hall. Understanding Whole
Language: From Principles to Practice by C. Weaver (1990).
The information is sourced from the Lingual Links website, specifically the Glossary of Literacy Terms, where the Whole Language Philosophy is defined. The URL for this website is http://www.sil.org/linguaLinks/literacy/ReferenceMaterials/GlossaryOfLiteracyTerms/WhatIsTheWholeLanguagePhilosop.htm.
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