Here is the synopsis of our sample research paper on The ABCs of a New Century - Combining Whole Language & Direct Phonics in Teaching Language Arts. Have the paper e-mailed to you 24/7/365.
Essay / Research Paper Abstract
A 6 page paper that examines both the direct instruction phonetic approach and the whole language approach to teaching elementary language arts as well as the debate that currently exists regarding the effectiveness of each. Discussed are the merits as well as the shortcomings of each of these approaches and the possibility is presented of combining the two in order to arrive at a more effective overall teaching approach. Bibliography lists 6 sources.
Page Count:
6 pages (~225 words per page)
File: D0_LCABCs.doc
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Unformatted sample text from the term paper:
phonics, an instructional strategy that has been described as "the teaching of sound-symbol relationships" (Drecktrah & Chiang, 1997; PG). This type of teaching involves a direct instruction approach that
places emphasis on alphabet decoding strategies and relies heavily on the interpretation and recoding of visual stimuli into verbal and written forms. This strategy remained fundamental to elementary education
throughout the 1970s, an era in which more emphasis began to be placed on cognitive reading skills and a mix of analytic and synthetic phonics known as intensive phonics came
into widespread use (Pearson, 1999). The 1980s saw the view of elementary language arts education move in a definite slant toward a more "socio-cultural perspective", and by the 1990s
a definite "literary perspective" could be perceived (Pearson, 1999; http: //ed-web3.educ.msu.edu/Publications/Policy/Mar99_politics. htm). This shift in perspective has resulted in a debate regarding elementary language arts education that has raged
for over a decade. The focus of this debate centers on the introduction of the whole language experience or approach, an elementary teaching philosophy that adopts a more personalized strategy
that teaches language arts within a context that is designed to be more meaningful and thus more comprehensive to a child (Drecktrah & Chiang, 1997). The debate stems from
the disagreement of those who argue that the more conventional direct flash instruction of phonics is most beneficial and those who support the innovation of the whole language approach.
It is a debate that incorporates excellent points of value on either side, and one that can be solved by the simplest of solutions. This solution involves creating a personalized
mixture of the two teaching techniques to produce a recipe for success for language arts education in the twenty-first century. II. Recent Research Findings The question of whether the
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