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| Format: | Recurso educativo Open Access |
| Sprache: | en |
| Veröffentlicht: |
1999
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| Schlagworte: | |
| Online-Zugang: | https://eric.ed.gov/?id=ED432729 |
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| _version_ | 1867181750898130944 |
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| author | Ediger, Marlow |
| author_facet | Ediger, Marlow Ediger, Marlow |
| collection | Education Resources Information Center |
| contents | Whole Language versus Phonics (What Is Really the Issue?). Ediger, Marlow Beginning Reading Elementary Education Instructional Effectiveness Phonics Public Schools Reading Instruction Reading Programs Student Needs Whole Language Approach Much is written and spoken about in terms of whole language versus phonics in early reading instruction in the public schools, but the issue between whole language versus phonics probably pertains to what is needed by individual pupils. There are advantages as well as disadvantages for whole language approaches in reading instruction. Needs differ from pupil to pupil. Thus a learner may need little or no phonics to identify unknown words, while another learner may need much phonics to become a proficient reader. If a pupil cannot identify a word, perhaps phonics instruction is needed at that point. Based on needs, the following individual programs of instruction should be adopted for a personalized program of reading instruction: (1) Reading Recovery; (2) basal texts (carefully chosen); (3) library books; (4) Big Books; and (5) experience charts for early primary grade pupils. If the pupil's needs in reading are looked at, this might well minimize the debate on whole language versus phonics. (Contains 12 references.) (NKA) |
| format | Recurso educativo Open Access |
| id | eric_ED432729 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1999 |
| record_format | eric |
| spellingShingle | Whole Language versus Phonics (What Is Really the Issue?). Ediger, Marlow Beginning Reading Elementary Education Instructional Effectiveness Phonics Public Schools Reading Instruction Reading Programs Student Needs Whole Language Approach Whole Language versus Phonics (What Is Really the Issue?). Ediger, Marlow Beginning Reading Elementary Education Instructional Effectiveness Phonics Public Schools Reading Instruction Reading Programs Student Needs Whole Language Approach Much is written and spoken about in terms of whole language versus phonics in early reading instruction in the public schools, but the issue between whole language versus phonics probably pertains to what is needed by individual pupils. There are advantages as well as disadvantages for whole language approaches in reading instruction. Needs differ from pupil to pupil. Thus a learner may need little or no phonics to identify unknown words, while another learner may need much phonics to become a proficient reader. If a pupil cannot identify a word, perhaps phonics instruction is needed at that point. Based on needs, the following individual programs of instruction should be adopted for a personalized program of reading instruction: (1) Reading Recovery; (2) basal texts (carefully chosen); (3) library books; (4) Big Books; and (5) experience charts for early primary grade pupils. If the pupil's needs in reading are looked at, this might well minimize the debate on whole language versus phonics. (Contains 12 references.) (NKA) |
| title | Whole Language versus Phonics (What Is Really the Issue?). |
| topic | Beginning Reading Elementary Education Instructional Effectiveness Phonics Public Schools Reading Instruction Reading Programs Student Needs Whole Language Approach |
| url | https://eric.ed.gov/?id=ED432729 |