Instructional Programs For Reading
Whole Language: With this model, language is kept whole rather than segmented into fragments or skills. Within this philosophy, children are expected to learn to read and write in the same manner that they learn to talk. Reading, writing and oral language are considered to be intertwined. Some strategies according to the whole language model include encouraging the child to learn to read by "reading," and making up stories that they think go along with the pictures in the book. This model also believes that adults should allow the child to witness reading behaviors, such as holding a book properly. It is also important for adults to model these behaviors in an environment that is free from criticism (Matthews, Klassen and Walter, 1999). An early proponent of whole language reading instruction called reading a "psycholinguistic guessing game," and thus children are taught to guess words that they don't know by using context clues. Skipping unknown words is encouraged, and "inventive" spelling is also acceptable.
Phonics: This popular method focuses on the relationship between what is SEEN and HEARD. Students learn rules for using alphabet letters (graphemes). "Sounding-out letters" can often be confusing because many words do not follow the rules -- the rules are inconsistent and unreliable. However, the phonics approach is measurably MORE effective than having made NO attempt to teach language structure.
Read more about this topic: Reading Readiness In The USA
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