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The whole language movement is an attempt to improve the teaching of reading in the public schools. It is often analyzed in contrast with the phonic method of instruction.

According to whole language philosophy, language should not be separated into component skills, but rather experienced as an integrated system of communication. Whole language has been characterized as encouraging children to guess at the pronunciation of words rather than focusing on phonics or memorization.

The components of a whole language literacy program include

literate classroom environment
reading to and with students
individualized instruction
independent reading
students as authors
integrating literacy skills into curriculum across disciplines
increased parent involvement

Critics of "whole language" maintain that it is less effective than the traditional phonics-based approach. Proponents maintain that it does incorporate phonics. It has also been noted that non-alphabetic languages can only be taught "whole language", one pictogram or character at a time.

External link

Whole Language in an Elementary School Library Media Center. ERIC Digest.

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