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Teaching Reading: Part 3, Whole Language Vs. Phonics
There are two methods of teaching children to read; all language and phonetics. Whole language is a “whole – part” method of teaching children to read, while phonics is a “part – whole” method of reading. These terms will be explained in more detail in the article. The advantages and disadvantages of these two methods have been debated for decades. School systems have changed from one method to another and back again countless times over the years. The debate continues. Meanwhile, as parents we are still left asking the question, “What is the best way to teach my child to read?” My answer is an unequivocal combination of both methods, with a stronger emphasis on the phonics approach.
Phonics: the “part – whole” method of reading.
In the phonics method, children are taught to “sound out” new words. Phonics is a set of rules that children must learn, memorize, and apply when they hear new words. The children are taught a rule, for example “a short”, and then they practice reading words with “a short” (hat, cat, sat, bat, rat, etc.) Then the children make sheets of skills on your desk highlighting the ” a short rule. Children need to learn letter sounds on an automatic level: they need to be able to see the letters and say the sound immediately.
Most teachers who rely on the phonics method teach the rules in the following order:
· Teach your child alphabet letter names and sounds. Start with consonant letter sounds: b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, y, z · Combine sounds: br, cr, dr, fr, gr, pr, tr, wr, bl, cl, fl, gl, pl, sl, scr, str, sm, sn, sp, sc, sk · Short vowel sounds: a, e, i, o, u Always teach the short vowel sounds first: a – apple, e – elephant, i- igloo, o – octopus, u – umbrella) · Digraph sounds: sh, ch, th, wh Two letters they combine to make a totally different sound. · Double vowel sounds: ai, ea, ee, oa These pairs say the name of the first vowel. · Other double vowel sounds: oi, oo, ou, ow · Silent e: The silent e is bossy, it doesn’t say anything but makes the vowel before say its own name. · R controlled vowel sounds: ar, er, ir or, ur Notice that er,ir and ur make the same sound.
The problem with relying solely on a phonetic approach is that usually the reading/practice materials are not very interesting, “See Spot run. Run Spot run. Spot runs fast.” Also, children who struggle to read memorize phonics rules and then cannot apply the phonics rules to connected print. To solve this problem, two things must happen: 1. Only the most important phonics rules must be taught in the least complicated way possible. For example, in teaching vowel sounds, it is distracting to talk about “short versus long” vowels. Instead, a child should be taught short vowel sounds first. Then, when a child comes across a long vowel like in the word find, say, “This vowel says its own name.”
2. Phonics should be taught in such a way that children can immediately practice the phonics information in real stories. Each time a child is taught new phonics information, they should be given a short reading selection that highlights the phonics rule. Completing a skills sheet is good, but even better is helping the child practice applying the phonics skill to connected print.
Whole language: the “whole – part” method of reading.
In the whole language approach, teachers use connected print to introduce reading to children. Children are encouraged to memorize words as whole units. They do practical activities such as writing in journals and analyzing words in context, using pictures, for meaning.
Teach your child to read a couple of sentences or a paragraph until it sounds great. The whole language method helps your child learn to read “sight words”. Sight words must be memorized because they do not follow phonics rules. Half of all words in English are sight words (the, said, find, etc.)
All language has strengths because children start writing early. They are engaged in connected printing and are using personal language skills making the reading process more interesting. The weakness of whole language methods is that some children never achieve a complete phonetic foundation. They are unable to decode (sound out) unfamiliar words. Research has shown that good readers always use phonics to decipher new words.
In summary, reading is best taught through a combination of three methodologies: · Listening training – training the ears to prepare the child’s brain for reading. Listening training was discussed in the first article in this series. · Phonetics – knowledge of letter sounds. A child cannot learn to read without adequate knowledge of phonics. It is the basis of success in reading.
* Whole language: immediate application of phonics in connected stories.
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