Whole Language/Reading Issues

Whole language describes a method of, and philosophy regarding, the teaching of reading that is based on constructivist principles. Very popular in the 1980s and 1990s, whole language continues to play a part in discussions related to the best ways to teach reading. The method emphasizes having children interact with reading, writing, and speaking through interconnected, meaningful activities rather than discrete subsets. This entry examines the theoretical underpinnings of whole language, some of the educational transformations its adherents favor, the controversy with phonics advocates, and its lasting influence. Insofar that decisions regarding whole language inform what is taught, how it is taught, and indeed that which should be taught, consideration of these issues are central to curriculum theory discussions.

Whole language is predicated on the belief that young readers learn best when engaged in making meaning when reading and expressing meaning when writing. In many ways, whole language represents a rejection of drill, charts, workbooks, textbooks, and other techniques that, when overdone, may discourage a beginning reader. Instead, whole language provides students with a print-rich environment, multiple opportunities to read and write, and exposure to authentic literature. Motivational aspects of literacy are emphasized, such as fostering a love of books and encouraging self-selection of level-appropriate reading materials.

Children in a whole language classroom learn about three cuing systems that regulate literacy development: graphophonemic, semantic, and syntactic. Children use the graphophonemic cuing system to find clues in the graphic input before them (i.e., using text to match letters to sounds), the semantic cuing system to make meaning from the context of what they read, and the syntactic cuing system to explore the principles and rules of the language. The three cuing systems overlap and allow the reader to guess appropriately. According to this approach, to learn to read, children need to understand the relevance of reading to their own lives, appreciate that they have something to contribute to the world of letters, and have access to reading and writing materials that will allow them to flourish. When these elements are in place, children learn to read and write without much direct instruction.

Whole language classrooms look different than traditional classrooms. Rather than standing in front of the classroom, teachers plan, coordinate, and facilitate a series of student-centered activities, where children engage in authentic reading experiences. Instead of more traditional focus on [Page 944]grammar, spelling, and usage, whole language classrooms emphasize exposure to high-quality and culturally diverse children's literature, knowledge creation, the development of intrinsic motivation, and frequent reading. The whole language teacher reads with students, to students, and works by students throughout the day. Word recognition instruction, embedded phonics linked to literature being read, and writing mechanics are often presented in the form of mini-lessons that are presented when needed. Teachers integrate literacy skills into other areas of the curriculum, such as math, science, the arts, or social studies, so that students will not view literacy in isolation. Homogeneous and heterogeneous reading groups are used, with the membership in these groups being flexible and changing frequently. Whole language teachers emphasize the importance of knowledge creation, with students frequently asked to express their interpretations of text through art, dance, music, or writing, including the use of daily journal entries. Great importance is also placed upon students' reading independently, often through sustained silent reading (SSR) or drop everything and read (DEAR) times.

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