Both the phonics and whole language approach to reading have their merits and drawbacks. The problem that exists in our society today is the powers that be in education tend to be in either one camp or the other. It is not an either/or dilemma as to what is the best way to teach. What is needed is a hybrid approach that takes the best of each method. Those that discount the whole language method of learning need to take a step back and realize that’s how our grandparents and great grandparents learned to read and write. I don’t know about you but my grandparents were avid readers and prolific writers; something that our education system strives for today. It wasn’t until the mid-60s that phonics was adopted in the United States as the best way to teach a student to learn how to read. The beauty of phonics is a student learns how to break down and put together a word without memorization. Thus, he/she can build a vocabulary while reading. It’s akin to on the job training and so much quicker and easier than memorization.
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Use a three-dimensional, whole language method to master all of the abstract words and symbols in the English language — something which is fundamental to successful reading and writing. In today’s elementary education this is not accomplished until the completion of the fourth grade. Ridiculous! This dragged out process misses the opportunity to reconcile reading disability symptoms that could easily been corrected in the first or second grade. Phonics is needed to eliminate rote memorization of the English language and to accelerate the learning process. Think about it: who in their right mind would want to memorize a vocabulary of 18,000 words by the end of high school? Yet on average that is the vocabulary a student is expected to acquire by the end of the twelfth grade.
Learning to read utilizing phonics and whole language methods is not an either/or situation. The human mind learns in so many different ways and these are just two. The more flexibility in teaching, the more likely you’re able to reach those that struggle to adapt to a certain teaching method.
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