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