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This 3 page paper provides an overview of the conflict between phonics instruction and whole language and calls for a balanced approach. Bibliography lists 4 sources.
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3 pages (~225 words per page)
File: MH11_MHPhoWhL.rtf
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approach and the phonics approach. Though debates suggest the necessity of choosing one instructional method over the other, a balanced approach that integrates both methods has been recognized as
a means of supporting reading development for children with different learning styles. In the midst of the debate over phonics vs. whole language for literacy instruction, a balanced approach
directs educators towards the integration of both methods. Researchers have argued different points in support of one method over the other. Strickland
argues that phonics and its role in learning to read are misunderstood concepts. This reading expert points out that "phonics refers to instruction in the sound-letter relationships used in reading
and writing, phonemic awareness refers to a childs understanding that speech itself is composed of a series of individual sounds" (1998, 8). When children are phonologically aware, they are capable
of distinguishing between sounds in words and syllables in speech. Furthermore, they can manipulate these sounds. They know when words rhyme, they know when a number of words begin or
end with the same sound. They can also break down a series of sounds and they can blend those same sounds. Strickland asserts that the most important result of these
skills is that the "children can shift their attention away from the content of speech to focus on the form of speech before they return to its meaning" (1998, 8).
Supporters of whole language argue that whole language is a "reading for meaning," i.e., meaning-based, approach to learning language skills. It is loosely
based on Chomskys work in the 1960s, in which he focused on the function of the brain and the correlation between readings and spoke languages. A variety of studies
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