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AUTHOR Matson, Barbara TITLE or Phonics? Teachers and Researchers Find the Middle Ground Most Fertile. The Great Debate. REPORT NO ISSN-8755-3716 PUB DATE Mar 96 NOTE 6p. PUB TYPE Reports Descriptive (141) Journal Articles (080) JOURNAL CIT Harvard Education Letter; v12 n2 p1-5 Mar-Apr 1996

EDRS PRICE MFO1 /PCO1 Plus Postage. DESCRIPTORS Beginning Reading; Elementary Education; *Instructional Effectiveness; *Phonics; Politics of Education; Program Descriptions; Reading Achievement; *Reading Instruction; Theory Practice Relationship; *Whole Language Approach IDENTIFIERS California; *Educational Issues

ABSTRACT The argument between advocates of the whole language approach and the phonics approach threatens to become so polarized and politicized that agreeing on a middle ground seems at times impossible, and the voices of reason and experience are drowned out. The debate erupted anew in California after alarming news stories about reading scores ranked the state's fourth graders next to last in reading proficiency among the 39 states participating--even though most informed observers agree that state-by-state comparisons of average scores mean little without taking into account the racial and economic status of the students. Critics of whole language claim that it allows some children to fall through the cracks, while the argument against phonics is that it is boring. As researchers debate the significance of the studies and test results, teachers are left hanging. Increasingly, researchers are finding better results from teachers who take a balanced approach, especially with children from disadvantaged backgrounds. Three different schools (inner-city and suburban public schools and two affiliated single-sex independent schools) in the Boston, Massachusetts area offer evidence that experienced teachers using a middle-of-the-road approach succeed in teaching beginners to read. Scholars have begun to call for consensus on the balanced approach. It is time for the debate to cool down and for advocates on both sides to recognize the wisdom of teaching "what works." (RS)

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volume XII, Number 2 Published by the Harvard Graduate School of Education March/April 1996 ts- THE GREAT READING DEBATE Whole Language or Phonics? Teachers and Researchers Find the Middle Ground Most Fertile As the debate between advocates of the two methods becomes more strident, evidence from research and practice points to a balanced approach

BY BARBARA MATSON

In her new book, The Alphabetic reading; many are being diagnosed guage as feel-good, fuzzy-headed lib- Labyrinth, Johanna Drucker re- with learning disabilities or reading dis- eral nonsense. Some liberals, in turn, counts ancient beliefs about lit- orders. The 1994 National Assessment view the attack on whole language as eracy. The Arabs, she writes, of Educational Progress (NAEP) school part of a strategy to destroy public edu- believed that Allah himself taught reading scores (released in April 1995) cation. Adam to write. She does not say if Allah show only a third of fourth-graders The argument threatens to become used a phonics or a whole-language ap- reading at proficiency levels. so polarized and politicized that agree- proach. For decades now, what is sometimes ing on a middle ground seems at times Educators and academics have been called the Great Reading Debate has impossible, and the voices of reason arguing since Adam, it seems, about raged between advocates of two main and experience are drowned out. how best to teach reading, the most ba- philosophies of reading instruction: sic building block in a child's educa- the whole-language method, which Back to Basics tion. "If you fail in reading," says Jeanne emphasizes reading for meaning, the The debate erupted anew last year in Chall, professor emerita at the Harvard use of children's literature instead of California after alarming news stories Graduate School of Education, "you fail basal readers and worksheets, and the about the NAEP scores ranked the in almost everything else." teaching of skills in the context of state's fourth-graders next to last in Across North America, large num- reading; versus the phonics, or code- reading proficiency among the 39 bers of children are having trouble with oriented approach, which-emphasizes states participatingeven though most direct instruction in letter-sound rela- informed observers agree that state-by- tionships and patterns. The evidence state comparisons of average scores from researchand the testimony of mean little without taking into account expert teachersincreasingly points to the racial and economic status of the the conclusion that neither method by students. California had adopted a itself is as effective as a balanced ap- whole-language approach for teaching proach that combines the two. language arts in 1987. The state legisla- Instead of reachink consensus, how- ture, reacting to the test scores, unani- ever, the combatants have become mously passed a new law scrapping more strident. Every time a new test whole language and ordering an em- shows falling reading scores, each phasis on phonics. "Back to basics," camp claims the other side's influence said the politicians and the parents. A is creating a crisis in the schools. Some report on the television show "20/20" conservative critics regard whole Ian- on October 13, 1995, added fuel to the

EDITOR ZEdwaiaMillei. ASSISTANT EDITOR: Penny Wilson. EDITORIAL. BOARD, HARVARD GRADUATE SCHOOL OF EDUCATION: Mildred Blackman, Director, The Principals' Center,, Sally Dias, Superintendent, WatertownPublicSchools, Watertown, MA; ay P. Heubert, Assistant Professor; Harold Howe II, Senior Lecturer Emeritus; SusanMooreJohnson,ProfessorandAcademic Dean; Robertiregan, Senior Leaurerjerome T. Murphy, Professor and Dean; GaryA.Orfield, Professor; Robert S. Peterkin, Senior Lecturer, John Ritchie, Principal, Winchester High School, Winchester, MA; Judith D. Singer,Professor, JaySugarman, Teacher,Runkle School,. Brookline,. MA; Dennie Palmer WoU Lecturer on Educadoit NATIONAL ADVISORY BOARD: John Brademas, President Emeritus, New York University; Constance E,Clayton. former SuPerintendent,SchoolDistrict of Philadelphia; Alonzo A. Grim Professor of Education, Spelman College; Unda Darling-Hammond, Professor, Teithers College. Columbia University;Andrew Haskell, Chamun Emeritus,New York Public library; Marya Levenson, Superintendent. North Colonic Central SchOols, NY;Deborah Meier,Principal, Central Park East Secondary SchooL NY; JolutMerrow.President.The Merrow Report:Arthur J. Rosenthal, Publishing Consultant; Albert Shanker,President,American Federation of Teachers. GENERAL MANAGER: Karen Maloney. PRODUCTION EDITOR: Dody Riggs. -

9 BEST COPY AVAILABLE fire, attributing the poor results in Cali - the use of real children's literature for results,teachersespeciallynew - fornia to whole-language teaching and reading, and a variety of activities en- teathers,are left hanging. Many are concluding that the method simply couraging kids to generate projects trained only in the methods favored by doesn't work. arising from their own questions about their professors, who extol one ap- Advocates of whole language say the the world around them. But often these proach while damning the other. "New California test results are misleading, innovations came at the expense of teachers are sure that one of the meth- and that blaming poor scores on whole phonics. ods is very evil," says Mary Russo, prin- language ignores the state's growing bi- cipal of Boston's Mason Elementary lingual population, its poor funding of Is Reading Natural? School, "but they don't know which schools, its large class sizes. Others ar- The whole-language approachand one it is." gue that it's not the approach, it's the the term is so slippery that in 1990 one Politics further complicates the issue. practitioners. researcher devoted an entire study to Historically, conservatives have favored reviewing the literature for defini- phonics, representing a more tradi- tionsviews readihg acquisition as a tional and controlled approach, while Many scholars thought natural process, comparable to learn- liberals have favored whole language, whole-language versus ing to talk. Many research studies have which allows teachers and students shown this is not so, that learning to more choices. The political agenda may phonics arguments read is not natural. All the world be irrelevant to the children, but it were over. speaks." Chall points out, "but only half surely affects the decisions of the adults of the world can read. Reading is not who choose the curricula. Conservative God-given. It is manmade. It has to be Christians are uncomfortable with California never meant to drop taught." whole language, points out Ellen phonics from its reading instruction Advocates of phonics believe chil- Brinkley of Western Michigan Univer- program, according to Glen Thomas, dren must be given structured, sequen- sity, because they don't like the idea of director of curriculum frameworks for tial, direct instruction in the relation- students constructing meaning out of the California Department of Educa- ship between letters and sounds. textsspecifically the Bible, which they tion. But teachers and administrators Whole-languageadvocatesbelieve consider to be the literal word of God. misunderstood, believing that adopt- phonics should be taught, but only in "This is political and not educa- ingawhole-language philosophy the context of reading and writing, not tional," whole-language theorist Ken meant abandoning phonics. "We never as discrete skills. Goodman of the University of Arizona intended to get away from basics," Whole language, argue its critics, al- says of the curriculum changes in Cali- Thomas says. "In our effort to have lows some children to "fall through the fornia. "The whole assessment of a cri- stronger literature, to get children to cracks.- Without the scaffolding that di- sis is unwarranted. The whole thing write more, we weren't giving enough rect teaching of phonics provides, started with the elections in several attention to beginning reading. And some children don't get it. They don't states in November 1994, California be- their weaknesses were not showing up learn the connections between letters ing one." until fourth grade, which is too late." of the alphabet and the sounds they Many scholars thought the whole- represent, and they struggle to read. language versus phonics arguments Their reading gets worse as the material "Phonics is a metbod," were over. Research summaries by gets more complicated in third grade. Jeanne Chall in 1967 (Learning to The argument against phonics, of says one administrator. Read: The Great Debate, updated in course, is that it's boring. Drills, work- "It's one of many things 1983) and by psychologist Marilyn books, exercises, basal readersyawn. in the teaching of Jager Adams in 1990 (Beginning to Many teachers insist that whole lan- reading." Read: Thinking and Learning About guage makes students avid readers. Print) seemed to establish that some Teachers of whole language say they sort of direct phonics instruction was teach phonics as opportunities arise to essential, particularly for children from talk about the- sounds of letters. Pro- Goodman says the poor reading disadvantaged backgrounds with little ponents of the method insist that fail- scores in California are absurd and re- or no preschool exposure to reading ure is more the fault of teachers who flect the bias of the testmakers. He em- and for children with cognitive disabili- haven't learned how to teach whole phasizes the involvement of right-wing ties (see "School Influences on the language, rather than of the method it- political groups in the pro-phonics Reading Development of Low-Income self But as Chall points out, what good camp and says researchers like Chall Children," HEL, January 1988). is a system if only the best practitioners are being used by those whose agenda At the same time, whole language can use it? is to destroy public education_ brought many exciting changes to class- Meanwhile, as researcherschers debate At the same time, many educators rooms: an emphasis on early writing, the significance of the studies and test who would never identify themselves

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3 BEST COPYAVAILABLE as right-wingers or even as conserva- Thomas notes, teachers are required to grated curriculum, whole language tives are concerned about problems in take only one course in reading meth- with phonics, phonics-based and litera- using astrict whole-language ap- odology. "That's not going to be ture-enriched. What's important is that the strategy appears to work. proach. enough," he says. Experienced teachers have known Reality Versus Zealotry all along that you can't reach every kid Doing What Works Increasingly, researchers are finding the same way. of the Three different schools in the Boston better results from teachers who take a University of Toronto notes that teach- area offer evidence that experienced teachers using a middle-of-the-road ap- balanced approachthatis,class- ers themselves, in their classrooms, are rooms that offer rich literature, writing, "increasingly finding the middle way." proach succeed in teaching beginners lots of shared reading, and direct in- Bill Honig, the former superinten- to read. At the Mason School (an inner- struction in phonics as wellespecially dent of public instruction for the state city public school), the Oakdale School with children from disadvantaged back- of California, believes that teachers (a suburban public school), and the grounds. A 1995 study by Karin Dahl of even those who love whole language Dexter-Southfield Schools (two affili- and Penny Frep- will readily adopt a balanced approach ated single-sex independent schools), pon of the University of Cincinnati if it works. "In California, half the kids virtually every first-grader learns to read comp'ared children in basic-skills and coming in to second grade can't read," at least a little. whole-language classes and concluded says Honig, now a professor of educa- What do these schools have in com- that the latter showed greater gains in tion at San Francisco State University mon? All have relatively small classes reading comprehension and became "And it's not just California. It's all over. no more than 16 children per room. All more independent readers. But the So teachers are willing to try new use basal readers with controlled vo- whole-language classrooms they stud- things. The best antidote to a zealous cabularies, as well as a rich trove of chil- ied provided abundant instruction in philosophy is reality" dren's literature and child-authored basic skills. While the zealots argue, some teach- books and stories. All hold daily writing Many teachers, however, have been ers and schools have created pockets of workshops and shared reading ses- taught only one method of reading in- successful reading instruction. They sions. And all use structured phonics struction. In turn, they teach only what use different names to describe what programs, often with workbooks. they were taught. In California, Glen they do: a balanced approach, an inte- At the Mason School in the Roxbury

4 'on:o teachers and admin- code a new word: saw. Stith blocks the Next, one child is asked for a "sen- istrators have been collaborating for a and w and asks the children to sound tence of the day" and Petemell writes five years on building a successful read- out the s sound. After reading the story, the sentence on the board as the chil- ing program, adapting the whole-lan- the children work on a phonics work- dren spell it out, word by word. There guage approach the Boston system had sheet on see /saw. is lots of practice with phonics here: instituted. "Boston has been kind of all In another group, Costa reads a story "Could someone come up and circle or nothing," says Principal Mary Russo. from the basal reader. She prepares the the oo sound? Could someone circle "With whole language, they thought, children for new words by showing the ay sound? That's right: yesterday, 'This is it: the magic bullet.' So they them flashcards with the words written like in play and may and bay." went overboard. What they discovered on them. The children sound out the Short "a" is the next topic of the day, was that children weren't performing words. A third group of children is and the kids sing a song, "I Like to Eat and they still can't read. working on the poem "Twinkle Twinkle Apples and Bananas," to gain familiarity "Our reading program was a re- Little Star," copying it from a big board, with the short "a" sound. The children sponse to the question 'How can we while a fourth group works with a read a poem out loud together, with keep as many kids as possible from fall- young City Year volunteer on sentence many short "a" words. They talk about ing through the cracks?' Five years ago structure, pasting words together to the poem, read it together, and identify Mason was the least chosen school of make a sentence that tells about the the short "a" words. Then comes the Boston's elementary schools. Now book they have just read in their group. phonics worksheet, for practicing the we're 11 percent above capacity and we skills they have been-working on. have waiting lists for the early child- Creativity with Structure "People often think of whole lan- hood program and grade one.It At the Oakdale School in Dedham, guage as 'Whatever you do is fine--go worked." Reading test scores back up Massachusetts, whole-language meth- off and read something, says Pe- Russo's claim. Mason students used to ods are also combined with direct ternell. "You can't do it that way. The rank in the 40th to 50th percentile in phonics instruction. "When I first came class will get out of control. If I get a reading. Now they are up to 90th. to Dedham," says Alison Petemell, a phonics sheet back that's messed up, In Gwen Stith's first-grade class at first-grade teacher at Oakdale, "they then I know I need to work with that Mason, students are taught one of three gave me the phonics workbook and I particular childor maybe the whole phonics programs, chosen to fit the in- said, 'No way! I'm not using it. This is classon that topic. dividual child's needs. On a typical clay, not what I was trained to do. "It's now December. I've had them Stith and an assistant, Maria Costa, com- for three months and these kids can bine whole-language and direct instruc- read. They can pick up a book and read. tion as they weave different strands in "New teachers are sure And their writing has improved dra- and out of the children's tasks. that one of the methods matically. They can sound out words They begin with the writing work- phonetically. They can write something shop, where children write stories of is very evil, but they don't with meaning." their own choosing. Siobhan is writing know which one it is." The Dexter-Southfield independent about bows and arrows. She has schools in Brookline, Massachusetts, brought a rather advanced book about offer what they call a traditional phon- Indians from home and she says, "I But Peternell did start to use the ics-based approach, but their program, don't read it, I think about it.I look at bookand she ended up changing her too, is in fact a combination of strate- the pictures." But then Siobhan writes mind about its value. Now she won't gies. "It's very directed," says reading her own story from what she sees in the give it up. teacher Deborah Harrison. "This is pictures, using words she knows and "The workbook structures how I reading, this is phonics, this is writing. invented spelling for words she doesn't teach phonics," she says. "But that's just The children know it's that part of the yet know. The class then gathers to talk one component. Today we read a story day." about problems in their writing and to look at what the book was saying Yet the students spend much of their how they have solved them. the whole language partand another day writing stories and journals and Next comes the shared reading of a day we'll do the phonics of the story. reading literaturejust what whole "big book." First they read an old favor- They're all components that bring it all language calls for. "It's more of a lan- ite aloud together. Then they "walk together for kids." guage arts program," says Jackie Wright, through" a new book, with Stith cover- The first period of the day at Oakdale the school's administrator. "Phonics is ing up the words as the children look is for writing. Petemell has written on a method. It's one of many things in the for details in the pictures and suggest the board at the front of the class, in teaching of reading. There are some scenarios for what's happening. Stith large letters, "If you went to the moon, children who aren't going to get phon- encourages the children to make pre- what would you do?" The kids then ics without specific instruction in it. dictions before reading: "In the three write their own stories. There isn't one be-all method of teach- little pigs story the pig had a bag on a At circle time, a few of the children ing." stick over his shoulder, just like this read what they've written. The teacher mouse. Why did the pig have it? What asks each child questions about his A Call for Consensus might the mouse do with it?" story or tells what she likes about it. Educators in Cape Elizabeth, Maine, Now the children split up into read- Brittany reads a story she wrote at a small, middle-class community with a ing groups. A group with Stith reads a home about the moon. "Lots of times highly educated populace, struggled story about Angus and the circus and kids get very excited about what we're through the first five years of a new receives direct instruction in how to de- studying," says Petemell. whole-language regimen. No system-

4 The Harvard Education Letter, March/April 1996 BEST COPY AVAILABLE atic phonics instruction was given be- ture-driven and language-rich reading K. Dahl and P Freppon. A Comparison of Innerciry Children's Interpretations of Reading and Writing fore third grade. Then tests in 1991 program and a comprehensive, organ- Instruction in the Early Grades in Skills-Based and showed that 42 percent of the second- ized skill development program are es- Whole Language Classrooms."Reading Research graders were reading below grade level sential. Gerald Duffy, professor of Quarterly 30,no. I (January-March 1995): 50-74. teacher education at Michigan State G. Duffy. "Let's Frcc Teachers to Be Inspired."Phi and parents complained that their kids Delta Kappan 73,no. 6 (February 1992): 442-447. University, encourages teachers to use couldn't read. Constance Goldman, B. Honig.Teaching Our Children to Read: The Role then a brand-new superintendent, bal- elements of whole language, direct of Skills In a Comprehensive Reading Program. anced the whole-language curriculum phonics instruction, or both, as the Thousand Oaks, CA: Corwin Press, 1996. with more direct skills instruction. Do situation calls for them. K. Goodman.Phonics Pbacts: A Common-Sense Lookatthe Most Controversial Issue Affecting To- what works, she told the teachers. It is time for the debate to cool down day's Classrooms. Portsmouth, NH:Heinemann. "What we've been trying to build is a and for advocates on both sides to rec- 1993. common-sense amalgam," Goldman ognize the wisdom of Jackie Wright's E. McPilce, ed. "Learning to Read: Schooling's First says. The school system has not yet philosophy: "Teach what works." Mission."American Educator 19, no. 2(Summer published recent test results, but Gold- 1995): 3-6. For Further Information Mary Russo, principal, Mason Elementary School. man claims reading scores have im- 150 Norfok Ave., Roxbury MA 02119;617-635-8405. proved. "It's nice to think that if you M. J. Adams.Beginning to Read: Thinking and Learning About Print.Cambridge, 74k MIT Press, K. Stanovich. "Romance and Reality"The Reading read to children they'll love to read. But 1990. Teacher 47,no. 4 (December 1993/January 1994): 280-29 I . it isn't just wanting to read. It's learning E. Brinkley "Faith in the Word: Examining Religious to decode." Right Attitudes About Tects."Englisblournal 84, no. _ Now scholars, including Marilyn 5 (September 1995): 91-98. Barbara Matson is a freelance writer and editor Adams, have begun to call for consen- J. Chall.Learning to Read: The Great Debate.New who lives in Dedham, Massachusetts. York: McGraw-Hill, 1983. sus on the balanced approach. In his S. Church. "Is Whole Language Really Warm and new book, Teaching Our Children to Fuzzy ?"The Reading Teacher47, no. 5 (February O Read, Bill Honig says that both a litera- 1994): 362-370.

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