Phonics or Whole Language?

[Matthew Pulus- Grade 4]

We had a phonics program years ago. Our district switched to a strict whole language program. After seeing it through for about 5 years, I'm seeing kids initial learn to read faster, but their spelling is poor and long range comprehension has plummeted. We're trying to get them to bring back Phonics.

Has anyone experienced the same thing? Or have you seen an improvement with Whole Language?

Stumped,

Matt

[Unregistered]

My girls started out with whole language instead of phonics. One seemed to do well at first but now, she is struggling with a dislike of spelling. She also has some odd pronunciations of new words. My other daughter who started with whole language didn't really do very well with it. I brought my kids home to school them and we are making a lot of progress in these areas using phonics. My other children are doing well with phonics also.

[Unregistered]

I tend to favor phonics, but there are elements of whole language that are useful.

[Unregistered]

There is a balance. I have taught both of my children to read using phonics, but there are some words that simply do not conform to phonic rules and must be memorized. The dolch sight words are examples of words that are easier to memorize than try to pronounce each time.

They are both very good at spelling words out by sound and reading. My vote is for phonics. Whole Language alone has been an abysmal educational failure and has hurt many children in the long run.

[Unregistered]

anyone know about the isolation and the miracle worker

[Unregistered]

We use a phonics approach and direct instruction in writing using a program called Basic Writing Skills by a Dr. Hochman. They are both skill based and the students take off. Nobody is falling through the cracks or finding their basic skills are spotty after 2nd grade. The reading program is PAF. Website for the writing is basicwritingskills.net

[Kathy Speelman]

I have seen much evidence that phonics carries greater weight in learning despite the fact that whole language has some benefits. Wouldn't it be great for the pendulum to swing back to phonics again.

[Rachel]

Yes, most teachers who have more than a couple years experience realize that phonics and direct teaching provides students with skills. I love Basic Writing Skills by Hochman, too!!

[nickr]

I try and balance phonics and the whole language approach. I teach words like 'do', 'we' and 'you' by getting the kids to remember each word as a whole, whereas I use phonics for words that can be pronounced phonetically.

[miss australia]

my school uses the THRASS phonics program but i feel like this shouldn't be taught in isolation either.

i think kids need phonics but also benefit from a whole language approach. i tend to use a combination of the two like most other teachers.

[Unregistered]

Definitely combination of the two. I use a whole language approach, but target specific phonics skills. Phonics by itself doesn't reach all children and I personally think phonics tends to be boring in and of itself. Teaching specific phonics skills within a thematic curriculum with elements of whole language is an approach I've had the most success with.

[Unregistered]

I've been tutoring a neighbor's daughter who's entering 3rd grade this fall. She was having a problem with reading in second. I've stuck mainly with the phonics approach...went back to consonants sounds, vowel sounds, blends, diagraphs, we reviewed it all. She is reading so much better after only a few weeks of this phonics bootcamp I've put her through.
She had many of the Junie B books but never read one from cover to cover. She read her first one with me last week. I am so proud of her accomplishments. She has gained confidence in herself and now thinks of herself as a reader. She wants to get back to school to show her classmates her newly acquired reading skills.

[Abba]

What I often see are teachers handing kids books, saying "Read!" and "Isn't this great!?!" and calling it Whole Language.

I find whole language in theory and practice to be exceptional. I work with struggling readers 2nd-5th and my students thrive under whole language. That doesn't mean that they never do phonics. Phonics is a part of whole language. It isn't the basis (comprehension is!) of our reading, but it is a strategy I use when students come across an unfamiliar word. I probably spend 1/3 of our guided reading group time working on that. Knowing the sounds letters make is inherent in reading, since the letters represent those sounds. Novel idea eh?

Bottom line, IMO, Phonics instruction is never bad as long as it isn't stripped of meaning. Whole Language is never bad as long as it isn't stripped of basic reading strategies (i.e., phonics, semantics, sight words).

Any thoughts?

Abba

[Unregistered]

Since we are discussing phonics here, does anyone have any opinions or past experiences with Saxon Phonics? I am applying to a school district that has been using it for years. I have been to the Saxon website but it doesn't offer much info on the actual lessons. Is it a good program to use? If so, what do you like best and dislike most about it.

Sincerely,

Teacher-to-be

[Unregistered]

Whole Language is meant to incorporate phonics, but due to the flexibilty of the program there is not a set of structured lesson plans/worksheets/activities available to teachers who work in a district that uses it. To teach phonics within a Balanced Literacy system individual teachers must know phonics very well. I suggest that any teacher who does not feel confident teaching phonics should find a supplimentary program to use alongside Whole Language. Personally, I like the Stevenson Phonics program because the lessons are short and contains a lot of support material.