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Essay / Research Paper Abstract
8 pages in length. The goal of vocabulary instruction for emergent readers is to a) instill a sense of intrigue and excitement and b) establish a sound and literate grasp of the English language. Achieving these objectives is at the core of vocabulary instruction because the reason that without it, children would find themselves without the requisite tools to function in an ever-growing society. How to go about reaching these goals is of great debate within the academic community, inasmuch as some believe whole language is the correct approach, while others contend that phonics is the only viable option. There is, however, a compromise in the offing where both methods are put to use concurrently. Bibliography lists 8 sources.
Page Count:
8 pages (~225 words per page)
File: LM1_TLCphonic.rtf
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Unformatted sample text from the term paper:
a sound and literate grasp of the English language. Achieving these objectives is at the core of vocabulary instruction because the reason that without it, children would find themselves
without the requisite tools to function in an ever-growing society. How to go about reaching these goals is of great debate within the academic community, inasmuch as some believe
whole language is the correct approach, while others contend that phonics is the only viable option. There is, however, a compromise in the offing where both methods are put
to use concurrently. "Emerging from the conflict over whole language and phonics is the increasingly widespread view that each approach has a different but potentially complementary role to play
in the effective teaching of reading. Many educators now look for ways to use phonics as part of whole language instruction, striving to teach meaningful phonics in the context
of literature" (Cromwell PG). Vocabulary instruction - no matter the technique - is ultimately meant to empower students with the ability to
figure out unknown words with interest and competency so that when they come across unfamiliar vocabulary long after instruction is over, they will be equipped to figure it out on
their own. Blachowicz suggests that by having students learn words as individual entities rather than in the context of phrases, the processes of retention and problem solving are not
imbedded; rather, the student is taught to recognize certain words without having any contextual attachment. As such, the principle behind whole language is that children need to be exposed
to words that are a regular part of their reading experience, such as in fairy tales and other youth stories. By plaguing them with words beyond both their comprehension
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