Phonics-and-Whole-Language - home

<h1>Phonics Versus Whole Language</h1>
 
 
<h2>What is Phonics versus Whole Language?</h2>
 <ul><li>Both <a class="wiki_link_ext" href="http://dictionary.reference.com/browse/phonics" rel="nofollow" target="_blank">Phonics</a> and <a class="wiki_link_ext" href="http://dictionary.reference.com/browse/whole+language" rel="nofollow" target="_blank">Whole Language</a> are instructional methods of teaching children or other individuals how to read English.</li></ul> 
<h2>What's the difference between Phonics and Whole Language?</h2>
 <ul><li>Phonics- the systematic teaching of the mechanics of written language. That is the teaching of letter sounds, letter combination sounds, the rules of putting these combinations together, and then sounding them out to make words, sentences, and ideas.[<a class="wiki_link_ext" href="http://www.thepotters.com/ltrain/phonicswl.html" rel="nofollow" target="_blank">1</a>]</li></ul> 
<ul><li>Whole Language- Students learn to read by reading whole pieces of enjoyable literature and maintaining the natural wholeness of language (as opposed to prepackaged worksheets and skill-and-drill behaviorist approaches). Student-centered learning (as opposed to scripted curricula imposed by authorities from outside of the classroom) takes place as students construct their own meaning of the world around them (as opposed to memorization or imitation or reproduction of the teacher's knowledge); learning is risk- taking, exploratory, welcoming of the potential in errors for new learning.[<a class="wiki_link_ext" href="http://www.indiana.edu/%7Ereading/ieo/digests/d125.html" rel="nofollow" target="_blank">7</a>]</li><li>Tasks are conducted in meaningful contexts.</li><li>The instructor provides strong interaction and support to the learner.</li><li>The teacher provides an environment of learning.</li><li>Tasks are structured to increase chances of success</li><li>Lessons are work at your own pace.</li></ul> 
<h2> </h2>
 <h2>Uses and Controversy</h2>
 <ul><li>Both Phonics and Whole Language are used around the world. Whole Language is more commonly used around the United States as well as other countries at the present time, but that trend has started to decline in recent years.</li><li>Whole language has been the subject of controversy in the last several years. According to a study by Joy Reyhner of Northern Arizona University, &quot;Proponents of phonics point to a purported decline in reading test scores in the 1990s that they saw as a result of whole language instruction and &quot;scientific&quot; studies that indicated phonics instruction produced better reading scores than other methods.&quot;[<a class="wiki_link_ext" href="http://jan.ucc.nau.edu/%7Ejar/Reading_Wars.html" rel="nofollow" target="_blank">2</a>]</li><li>Controversy over what method works the best and what should be instituted in schools is a hot topic online. Arguments over which method should be used are often based on politics as well as education [<a class="wiki_link_ext" href="http://ednews.org/articles/curriculum-whole-language-and-phonics-.html" rel="nofollow">3</a>]</li></ul><h2>Cognitive Reading Skills (process)</h2>
 <ul><li>Sub-lexical Reading- Reader associates characters or groups of characters to sounds or by using phonics learning and teaching methods.</li><li>Lexical Reading- Reader acquires words and/or phrases without regard to characters or groups of characters.</li></ul><h2>Brief History</h2>
 <ul><li>Phonics</li><li>In the 19th Century several developments occurred in the way phonics were taught that changed the system forever. Additionally, several new forms of literacy training arrived on the scene.<a class="wiki_link_ext" href="http://www.wordpower.ws/articles/history-of-phonics.html" rel="nofollow" target="_blank">[4</a>]</li><li>In the 1840s the Oswego method of learning was developed. The Oswego method did away with boring, repetitive phonics drills altogether and instead focused on stories for phonetic learning.[<a class="wiki_link_ext" href="http://In%20the%201840s%20the%20Oswego%20method%20of%20learning%20was%20developed.%20The%20Oswego%20method%20did%20away%20with%20boring,%20repetitive%20phonics%20drills%20altogether%20and%20instead%20focused%20on%20stories%20for%20phonetic%20learning.%20" rel="nofollow" target="_blank">4</a>]</li><li>Later, in the 1880s, a man named F.W. Parker devised a system where children did away with phonics learning altogether. Parker’s belief was that “reading is thinking”, and developed a system where children learned how to read and write by writing their own books. 
[<a class="wiki_link_ext" href="http://Later,%20in%20the%201880s,%20a%20man%20named%20F.W.%20Parker%20devised%20a%20system%20where%20children%20did%20away%20with%20phonics%20learning%20altogether.%20Parker%E2%80%99s%20belief%20was%20that%20%E2%80%9Creading%20is%20thinking%E2%80%9D,%20and%20developed%20a%20system%20where%20children%20learned%20how%20to%20read%20and%20write%20by%20writing%20their%20own%20books.%20" rel="nofollow" target="_blank">4</a>]</li><li>Whole Language</li><li>The original advocates of whole-language in the 1960’s and 1970’s drew on the theories of the eminent American linguist <a class="wiki_link_ext" href="http://www.answers.com/topic/noam-chomsky" rel="nofollow" target="_blank">Noam Chomsky</a>.[<a class="wiki_link_ext" href="http://www.onlineopinion.com.au/view.asp?article=6995" rel="nofollow" target="_blank">5</a>]</li><li>Whole Language, the way we think of it now, did not become widely known in the United States until the late 1980's, or even the early 1990's.[<a class="wiki_link_ext" href="http://www.heinemann.com/shared/onlineresources/08894/08894f6.html" rel="nofollow" target="_blank">6</a>]</li></ul><h2>Pros and Cons</h2>
 <ul><li>Pros for Phonics</li><li>Builds better pronunciation and word recognition</li><li>Formulaic method allows for repetition</li><li>Helps with spelling rather than memorization</li><li>Cons for Phonics</li><li>Children may have difficulty understanding the full meaning of context due to constant breaking apart of words</li><li>Rules and repetition of phonics may discourage learners and make learning feel like a chore</li><li>Pros for Whole Language</li><li>Provides a better understanding for the whole text</li><li>Children memorize large amounts of <a class="wiki_link_ext" href="http://ezinearticles.com/?Sight-Words-Definition&amp;id=1515951" rel="nofollow" target="_blank">sight words</a></li><li>Learners learn by actually reading</li><li>Cons for Whole Language</li><li>Spelling and correctness are not as important as overall language use</li></ul><h2>Effectiveness</h2>
 <ul><li>&quot;..the Whole Language Approach proved to have a very large effect size on developing the required composition writing skills in English for the experimental secondary students.&quot;[<a class="wiki_link_ext" href="http://eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&amp;_&amp;ERICExtSearch_SearchValue_0=ED497775&amp;ERICExtSearch_SearchType_0=no&amp;accno=ED497775" rel="nofollow" target="_blank">8</a>] (<a class="wiki_link_ext" href="http://eric.ed.gov/PDFS/ED497775.pdf" rel="nofollow" target="_blank">Full text</a>)</li><li>Those who are <a class="wiki_link_ext" href="http://www.gifteddevelopment.com/Visual_Spatial_Learner/vsl.htm" rel="nofollow" target="_blank">visual learners</a> may benefit from Whole Language</li><li>Those who are <a class="wiki_link_ext" href="http://www2.yk.psu.edu/learncenter/acskills/auditory.html" rel="nofollow" target="_blank">auditory learners</a> may benefit from what what they hear in Phonics</li></ul><h2>Prominent Proponents</h2>
 <ul><li>Whole Language- Kenneth Goodman, Frank Smith, Carolyn Burke, <a class="wiki_link_ext" href="http://www.indiana.edu/%7Ealldrp/members/harste.html" rel="nofollow" target="_blank">Jerome Harste</a></li><li>Phonics- <a class="wiki_link_ext" href="http://www.reidlyon.com/about.html" rel="nofollow" target="_blank">G. Reid Lyon</a>, James Kauffman, Diane McGuinness</li></ul><h2>Links to resources and lesson plans</h2>
 <ul><li><a class="wiki_link_ext" href="http://www.theteacherscorner.net/lesson-plans/reading/index.php" rel="nofollow" target="_blank">Lesson plans</a></li><li><a class="wiki_link_ext" href="http://www.funderstanding.com/content/whole-language" rel="nofollow" target="_blank">Education web resource</a></li><li>Books on Whole Language- <a class="wiki_link_ext" href="http://www.amazon.com/gp/product/0435082442?ie=UTF8&amp;tag=funderstandin-20&amp;linkCode=as2&amp;camp=1789&amp;creative=390957&amp;creativeASIN=0435082442" rel="nofollow" target="_blank">Whole Language: Theory in Use</a> <a class="wiki_link_ext" href="http://www.amazon.com/Three-Arguments-Against-Whole-Language/dp/0325001197" rel="nofollow" target="_blank">Three Arguments Against Whole Language....</a></li><li>Education book for <a class="wiki_link_ext" href="http://phonicsflipbook.com/" rel="nofollow" target="_blank">Phonics</a></li><li>Book on Phonics- <a class="wiki_link_ext" href="http://www.amazon.com/Phonics-Pathways-Reading-Perfect-Spelling/dp/0787979104/ref=sr_1_1?ie=UTF8&amp;qid=1287264315&amp;sr=8-1" rel="nofollow" target="_blank">Phonics Pathway</a></li><li>Phonics <a class="wiki_link_ext" href="http://www.amazon.com/Phonics-Flash-Cards-Brighter-Child/dp/0769647499/ref=sr_1_2?ie=UTF8&amp;qid=1287264315&amp;sr=8-2" rel="nofollow" target="_blank">Flash Cards</a></li><li>Web <a class="wiki_link_ext" href="http://www.kidsource.com/kidsource/content2/phonics.html" rel="nofollow" target="_blank">article</a> for teachers</li><li><a class="wiki_link_ext" href="http://www.oxfordlearning.com/letstalk/tag/phonics/" rel="nofollow" target="_blank">Whole Language versus Phonics</a> article (<a class="wiki_link_ext" href="http://www.holistic-education.net/visitors.htm" rel="nofollow" target="_blank">holistic</a> perspective)</li><li><a class="wiki_link_ext" href="http://www.spalding.org/" rel="nofollow" target="_blank">Spalding Education</a></li></ul><h2>Glossary of Reading Terms</h2>
 <ul><li><a class="wiki_link_ext" href="http://www.educationoasis.com/curriculum/Reading/glossary_reading_terms.htm" rel="nofollow" target="_blank">Glossary</a></li></ul> 
<h2>Subtopics</h2>
 <ul><li><a class="wiki_link" href="/ReadingEducation" target="_blank">Reading Education</a></li><li><a class="wiki_link" href="/WritingProcess" target="_blank">Writing Process</a></li><li><a class="wiki_link" href="/DickandJane" target="_blank">Dick and Jane</a></li></ul> 
 
 
 
Bibliography 
Ahmed. A., &amp; Abdelhamid, M. (2006). The Effect of Using the Whole Language Approach on Developing Some Composition Writing Skills in English for Experimental Secondary Students in Egypt [Electronic version]. Retrieved from <a class="wiki_link_ext" href="http://eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&amp;_&amp;ERICExtSearch_SearchValue_0=ED497775&amp;ERICExtSearch_SearchType_0=no&amp;accno=ED497775" rel="nofollow">http://eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&amp;_&amp;ERICExtSearch_SearchValue_0=ED497775&amp;ERICExtSearch_SearchType_0=no&amp;accno=ED497775</a> [8] 
EducationalNews.org. (1997). Curriculum: Whole language and phonics. Retrieved from http://ednews.org/articles/curriculum-whole-language-and-phonics-.html [3] 
Education Oasis (2009). Glossary of reading terms. Retrieved from <a class="wiki_link_ext" href="http://www.educationoasis.com/curriculum/Reading/glossary_reading_terms.htm" rel="nofollow">http://www.educationoasis.com/curriculum/Reading/glossary_reading_terms.htm</a> 
Edwards, K. (2008). Examining the impact of phonics intervention on secondary students’ reading improvement. Educational Action Research, 16(4), 545-555. doi:10.1080/09650790802445726 [7] 
Krashen, S. D. (1999). Three Arguments Against Whole Language &amp; Why They are Wrong. Portsmouth, NH: Heinemann Educational Books. 
Maley, N. (2008). A whole new language. Online Opinion. Retrieved from http://www.onlineopinion.com.au/view.asp?article=6995 [5] 
Newman. J. M., ed. (1985). Whole Language: Theory in Use. Portsmouth, NH: Heinemann Educational Books. 
Potter, K. (n.d.). Building blocks to reading: Phonics and whole language. Retrieved from <a class="wiki_link_ext" href="http://www.thepotters.com/ltrain/phonicswl.html" rel="nofollow">http://www.thepotters.com/ltrain/phonicswl.html</a> [1] 
Ramsey, S. (1996). A pictorial difference between the whole language method and phonics. Retrieved from <a class="wiki_link_ext" href="http://www.southern-style.com/Education/Difference%20between%20WL%20and%20Phonics.htm" rel="nofollow">http://www.southern-style.com/Education/Difference%20between%20WL%20and%20Phonics.htm</a> 
Reyhner, J. (2008). The reading wars: Phonics versus whole language. Northern Arizona University. Retrieved from <a class="wiki_link_ext" href="http://jan.ucc.nau.edu/%7Ejar/Reading_Wars.html%20%20%5B2" rel="nofollow">http://jan.ucc.nau.edu/~jar/Reading_Wars.html [2</a>] 
Schnarr. B. (2002). The history of phonics: The oldest argument in the world. Word Power. Retrieved from <a class="wiki_link_ext" href="http://www.wordpower.ws/articles/history-of-phonics.html" rel="nofollow">http://www.wordpower.ws/articles/history-of-phonics.html</a> [4] 
Waters, G. (1999). The whole language lesson. Retrieved from <a class="wiki_link_ext" href="http://www.sil.org/lingualinks/literacy/ImplementALiteracyProgram/TheWholeLanguageLesson.htm" rel="nofollow">http://www.sil.org/lingualinks/literacy/ImplementALiteracyProgram/TheWholeLanguageLesson.htm</a> 
Weaver, C., Gillmesister-Krause, L., &amp; Vento-Zogby, G. Creating support for effective literacy education, [Electronic version]. Heinemann. Retrieved from <a class="wiki_link_ext" href="http://www.heinemann.com/shared/onlineresources/08894/08894f6.html" rel="nofollow">http://www.heinemann.com/shared/onlineresources/08894/08894f6.html</a> [6] 
 
Additional Resources 
<a class="wiki_link_ext" href="http://www.pearsonhighered.com/educator/course/English-Methods-Secondary/91055295.page" rel="nofollow">http://www.pearsonhighered.com/educator/course/English-Methods-Secondary/91055295.page</a> 
<a class="wiki_link_ext" href="http://www.newreaderspress.com/Items.aspx?hierId=1380" rel="nofollow">http://www.newreaderspress.com/Items.aspx?hierId=1380</a> 
<a class="wiki_link_ext" href="http://www.funderstanding.com/content/whole-language" rel="nofollow">http://www.funderstanding.com/content/whole-language</a> 
<a class="wiki_link_ext" href="http://school.familyeducation.com/phonics/educational-research/38842.html" rel="nofollow">http://school.familyeducation.com/phonics/educational-research/38842.html</a> 
<a class="wiki_link_ext" href="http://school.familyeducation.com/phonics/educational-research/38842.html" rel="nofollow">http://school.familyeducation.com/phonics/educational-research/38842.html</a> 
<a class="wiki_link_ext" href="http://www.spalding.org/" rel="nofollow">http://www.spalding.org/</a> 
<a class="wiki_link_ext" href="http://www.sil.org/lingualinks/literacy/ImplementALiteracyProgram/TheWholeLanguageInstructionalP.htm" rel="nofollow">http://www.sil.org/lingualinks/literacy/ImplementALiteracyProgram/TheWholeLanguageInstructionalP.htm</a> 
<a class="wiki_link_ext" href="http://www.sil.org/lingualinks/literacy/ImplementALiteracyProgram/CurrentInstructionalPrograms.htm" rel="nofollow">http://www.sil.org/lingualinks/literacy/ImplementALiteracyProgram/CurrentInstructionalPrograms.htm</a>