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>The phonics/whole language debate is an interesting one because the >debaters always seem to be talking and not listening. Phonics taught >within a whole language approach works the best. Some children can not >use phonics information -- they don't process the information to help >themselves with word recognition or spelling. Other children almost >intuitively understand how phonics works and can apply it instantly in >figuring out words. If a teacher who is using whole language draws from >phonics and other word recognition patterns while exploring language,most >of the students in the classroom will gain something they can use. It is >the all or nothing-ness of most of the arguments around these methods that >I can't understand. I wish we paid more attention to what good teachers >have always done >--use whatever works. > >Katherine McManus Hello everyone. Katherine's response tells it exactly as it is, and should be. As someone who taught young children to read and write, then adults how to teach reading and writing to young children, and am now teaching young children with reading and writing difficulties, I cannot figure out why we don't use whatever works for the students. It is never all or nothing and the pendulum swings from a whole language perspective to a skills perspective where only phonics is taught and then swings back and so on. I can see another swing back to a skills perspective now. There are three kinds of information that fluent readers use: semantic, syntactic and graphophonic. Of course, we teach them all. The question is the emphasis, and as Katherine noted: do what works and that depends on the child. The problem I see is that most teachers of young children are not language arts specialists. One language arts course preservice does not do the job unless that professor is truly exceptional and has had experience working with children and preservice teachers have the opportunity to work with children as part of the class. I don't often respond but do enjoy reading everyone's ideas and debates. - Lorraine Cathro