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Frequently Asked Questionsabout Reading |
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Reading Room HomeParents
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The expression "Whole Language" has become a political juggernaut, opposed by the "back to the basics" or phonics advocates, who somehow feel that "Whole Language" is a system of teaching that is opposite to the phonics system. Actually, Whole Language is not a system of teaching reading at all, but instead a set of beliefs about the learning process that should include pohonics as a natural part of teaching the "whole" of lanauge. While each Whole Language classroom varies as much as each teacher varies from any other, a good Whole Language program involves the following key points:
The children are learning to read with real literature (picture books, novels, poetry) rather than with basal readers. By reading books with rich illustrations and story lines, written in natural language, children are being predisposed to reading for meaning and enjoyment.
Phonics, for example, is taught within the context of reading adn writing, instead of in isolation. Skills are taught when relevant,a nd teaching is therefore personal and purposeful.
Children share ideas, respond to each others' work, and read and write together. The teacher oversees the students' work and teaches when necessary, but the students are encouraged to assume the responsibility for their work.
The outcome ofa child's work, while important, is secondary to the process of getting there. The object of learning is to build a framework within which a child can become an independent learner. Teachers concentrate on teaching the strategies for success, rather than just the skills. When a child has learned effective strategies, he has the tools to continue to learn on his own. If he has learned only isolated skills, he is dependent on others to continue learning. Answers to the FAQs about Reading have been prepared by Dozie Herbruck, former Learning Specialist at University School. |
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Do you teach reading with a phonics or whole language approach?