Whole language

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Whole language is a philosophy of reading and a discredited[8] educational method originally developed for teaching literacy in English to young children. The method became a major model for education in the United States, Canada, New Zealand, and the UK in the 1980s and 1990s,[7] despite there being no scientific support for the method's effectiveness.[9] It is based on the premise that learning to read English comes naturally to humans, especially young children, in the same way that learning to speak develops naturally.[10][11][12]

Whole-language approaches to reading instruction are typically contrasted with phonics-based methods of teaching reading and writing. Phonics-based methods emphasize instruction for decoding and spelling. Whole-language practitioners disagree with that view and instead focus on teaching meaning and making students read more.[13] The scientific consensus is that whole-language-based methods of reading instruction (e.g., teaching children to use context cues to guess the meaning of a printed word)[11][6][4] are not as effective as phonics-based approaches.[18]

  1. ^ a b Castles, A.; Rastle, K.; Nation, K. (2018). "Ending the Reading Wars: Reading Acquisition from Novice to Expert". Psychological Science in the Public Interest. 19 (1): 5–51. doi:10.1177/1529100618772271. PMID 29890888.
  2. ^ a b c Adams, M.J. (1996). Beginning to Read: Thinking and Learning about Print. Cambridge, MA: MIT Press.
  3. ^ a b Gough, P.B.; Hillinger, M.L. (1980). "Learning to read: An unnatural act". Bulletin of the Orton Society. 30: 179–196. doi:10.1007/BF02653717. S2CID 143275563.
  4. ^ a b c d Seidenberg, Mark (2013). "The Science of Reading and Its Educational Implications". Language Learning and Development. 9 (4): 331–360. doi:10.1080/15475441.2013.812017. PMC 4020782. PMID 24839408.
  5. ^ a b c Ludden, David. "Whole Language or No Language? Something is rotten in the state of literacy education". Psychology Today. Sussex Publishers, LLC. Retrieved 29 January 2019.
  6. ^ a b c d Moats, Louisa. "Whole Language Lives On: The Illusion of Balanced Reading Instruction". LD Online. WETA Public Television. Retrieved 29 January 2019.
  7. ^ a b c d Hempenstall, Kerry. "Whole Language! What was that all about?". National Institute for Direct Instruction. National Institute for Direct Instruction. Retrieved 29 January 2019.
  8. ^ Sources:[1][2][3][4][5][6][7]
  9. ^ Sources:[1][2][3][4][5][6][7]
  10. ^ Goodman, K.S. (1970). Reading: A psycholinguistic guessing game. In H. Singer & R.B. Ruddell (Eds.) Theoretical models and processes of reading. Newark, D.E.: International Reading Association.
  11. ^ a b Smith, Frank (1971). Understanding reading: A psycholinguistic analysis of reading and learning to read. New York: Holt, Rinehart & Winston.
  12. ^ Lyon, Reid (1998). "Why Reading Is Not a Natural Process". Educational Leadership. 5 (6): 14–18. Retrieved 29 January 2019.
  13. ^ Frank Smith. "Understanding Reading" – via Internet Archive.
  14. ^ Moore, Terrance (4 January 2004). "The Verdict is In: Phonics is the Way to Teach Reading". Ashbrook Center. Ashland University. Retrieved 29 January 2019.
  15. ^ Palmaffy, Tyce. "See Dick Flunk". Hoover Institute. Stanford University. Retrieved 29 January 2019.
  16. ^ McDonald, James (8 July 2014). "The ruinous legacy of whole language". Hamilton Spectator. Retrieved 29 January 2019.
  17. ^ Stanovich, Keith (1994). "Romance and reality". The Reading Teacher. 47: 280–291.
  18. ^ Sources:[14][15][16][7][17][6][5][4][2]