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Essay / Research Paper Abstract
5 pages in length. Study includes a research background relating to phonics/direct skills instruction vs. whole language. Offers a lesson plan using the long and short 'o' sounds as an example of integrating the two approaches to reading instruction. Bibliography lists 7 sources.
Page Count:
5 pages (~225 words per page)
File: D0_Wordrec.rtf
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Unformatted sample text from the term paper:
and phonics has gained new emphasis in the last several years. While some students are capable of learning how to decode through contextual instruction, others are not. Considering the emphasis
on mainstreaming and the diversity of native languages present in most classrooms, there is a need for providing a more structured reading skills program.
Phonics instruction gives children an understanding about the relation between the sounds they have been learning and the letters that go with those sounds. Through phonics, children
gain an "automatic, visual recognition of spelling patterns within words for word recognition" (Sweet, 1994, p. 53). Those who are opposed to phonics instruction say that phonics is not meaningful
and boring. Whole language has made reading instruction more interesting and exciting for many children but it is not an adequate process for all children. Students who have trouble with
reading need instruction in specific skills, such as linking sounds and written letters. Without this instruction, they will likely not become competent readers which will cause them problems learning all
subjects in the later grades (Morgan, 1995). There does not seem to be any empirical data to support the abandonment of skills instruction
(Adams, 1990). Quite the opposite. For example, Chall said that instruction in skills was essential for many children: "The research does not support the claims of some that skills and
know-how develop naturally from just reading. Indeed, it shows that development is enhanced by skills, particularly among those making slower progress--children from low-income homes and those at high risk for
learning disabilities" (1987, p. 6). Teaching reading does not have to be an all or nothing approach: all phonics or all whole language.
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