ke whole language. Children are taught to dissect the words into parts and then combine them to become a familiar word. By learning this process, children have a decoding based learning system that allows them to break down any unfamiliar word they encounter. Phonics and Whole Language in a Classroom to get Children Excited About ReadingSchools need to get beyond the debate and use both phonics and whole language in the classroom. In the words of Priscilla Vail, a teacher and a writer, “Proponents of both whole language and phonics want children to read and write easily, accurately, and joyfully…The goal is too important to be compromised by factionalism. We need to move from rival turf to common ground (Vail, 1991). I too believe that the two systems can work together in the process of teaching children to read and creating an environment where children can be excited about reading. Children cannot learn to read without an understanding of phonics. All children must know their ABC’s and the sounds that letters make in order to communicate verbally. The question in early childhood programs is not whether to teach “phonics” or “whole language learning”, but how to teach phonics in context rather than in isolation, so that children can make the connection between letters, sounds, and meaning. Phonics should not be taught as a separate subject with emphasis on drills and memorization. It should be a balanced approach with attention towards each child’s individual needs(Vail, 1991.) Many children’s understanding of phonics will arise from their ideas, interest and knowledge. Other children will benefit from more formal instruction. There are many opportunities for a child to learn the sounds of the letters. For example, the first letter a child typically learns, is the letter of their first name.Phonics is the oldest method of teaching reading(Fries, 1963). Phonics is the s...
