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Over the decades, administrators, teachers and educational “experts” have engaged in continuing debate over the most effective method for teaching children to read.
There are two schools of thought on this issue and both offer compelling arguments for their side of the issue.
Whole word (or whole language) advocates believe reading is a natural ability that can be taught by reading to students, giving them access to quality literature while instructing them to use meaning clues to unlock pronunciation of new words.
The competing school of thought is the phonics approach. Phonics advocates argue that reading is not natural and that it should be taught by breaking words down into parts. The phonics approach teaches the sounds or building blocks of words that makes it possible to sound out (decode) words according to consonants, vowels, digraphs and dipthongs. Sight words are memorized for the body of words that do not follow these rules.
This argument, which...
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