Phonics and Whole Language Essay -- essays papers

Phonics and upstanding Language A great debate whether the phonetic approach or integral oral communication approach should be apply in the classroom has been occurring since the early nineteen thirties, and there has not been a definite decision on which approach should be used to teach in the classroom. To understand this debate, one must first understand the differences between whole language and phonics learning.The Definition of PhonicsMany people are confused by the status phonics, because the landmark can literally have two meanings. As Miriam Balmuth explains, in the historically earlier sense, the phonics of written language are the letters and spelling patterns of that languages alphabet and the speech sounds they representput very simply, the sounds that the letters make (Balmuth, 1982). This explains the fact that many different written languages have different phonics systems. both(prenominal) letters are used the same in different languages, but the lette rs are assigned different speech sounds. The second definition of the term phonics is what most people attribute to the phrase. The historically more recent definition of phonics refers to a technique of reading instruction (Balmuth, 1982). According to Charles Fries, Phonics in this sense mover the practices in the teaching of reading that have aimed at matching individual letters of the alphabet with specific sounds of English pronunciation (Fries, 1963). The first definition top executive date back further than the second, but both are used in the instructional reading techniques today.The Definition of Whole LanguageThe whole word approach has been often referred to as the look and say approach, and has dated back to the eighteen hundreds. Balmuth defines the whole word approach as an approach that consists of first presenting a block of written language, rather than single letters, and then breaking down the clock into its components (Balmuth, 1982). Whole language is a proc ess that teaches children to guess at wrangling by looking at pictures on a page, memorizing a few words, and skipping over words that are not familiar. A familiar form of the whole language approach is illustrated in the books of Dick and Jane by publisher Scott Foresman (Chall, 1983). These books were brought about by the publisher sending out slick salesman to every school zone to demonstrate how easily children could be ta... ...iography1. Balmuth, Miriam. (1982), The Roots of Phonics A historical Introduction. New York McGraw-Hill.2. Chall, Jeanne. (1983), The Great Debate. New York McGraw-Hill.3. Cunningham, A.E., Explicit Instruction In phonological Awareness, The Journal Of experimental Child Psychology, 1990, v. 50, pp. 434-435.4. Fries, Charles C. (1963) Linguistics and Reading. New York Holt, Reinhart, and Winston. 5. Hayes, R.B., Three Approaches to Beginning Reading, the Reading Teacher, 1976, v. 20, p. 6946. McKewon , M.G., Learning Vocabulary Different Ways for Different Goals, Open Publishing, 1988, pp. 42-437. Peterson, O. Program for Stimulating Phonological Awareness in Preschool Children, Reading Research Quarterly, 1988, v. 23, pp. 265-2688. Vail, Priscilla. (1991), Common Ground Whole Language and Phonics Working Together, New Jersey Modern Learning PressArticles1. Holgate, Karen. (1998) Phonics vs. Whole Language Whats the Big Deal?2. Schafly, Phyllis. (1996) The Phyllis Schafly Report. Vol. 29, No. 12, July 1996.3. Unknown. Right to Read Report. Nov/Dec, 94