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Whole language research paper

Margaret Goldberg is the co-founder of Right to Read Project, a group of teachers, researchers, and activists committed to the pursuit of equity through literacy. Margaret serves as a literacy coach in a large urban district in California and was formerly a classroom teacher and curriculum developer. All posts are reprinted with permission from the Right to Read Project. Follow the Right to Read Project on Twitter. But whole-language beliefs are so pervasive and so entrenched in education that they continue to serve as the basis for a majority of instructional materials and professional development offerings. Of course, these lists are not exhaustive, but understanding the foundational beliefs of whole-language can help us to see its impact on our classrooms, professional development, message boards, etc.
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Phonics study hopes to end reading wars once and for all

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There is a widespread consensus in the research community that reading instruction in English should first focus on teaching letter grapheme to sound phoneme correspondences rather than adopt meaning-based reading approaches such as whole language instruction. That is, initial reading instruction should emphasize systematic phonics. In this systematic review, I show that this conclusion is not justified based on a an exhaustive review of 12 meta-analyses that have assessed the efficacy of systematic phonics and b summarizing the outcomes of teaching systematic phonics in all state schools in England since The failure to obtain evidence in support of systematic phonics should not be taken as an argument in support of whole language and related methods, but rather, it highlights the need to explore alternative approaches to reading instruction. There is a widespread consensus in the research community that early reading instruction in English should emphasize systematic phonics. That is, initial reading instruction should explicitly and systematically teach letter grapheme to sound phoneme correspondences. This contrasts with the main alternative method called whole language in which children are encouraged to focus on the meanings of words embedded in meaningful text, and where letter-sound correspondences are only taught incidentally when needed Moats
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Learning to Read with the Whole Language Approach: The Teacher's View.

Critically analyse and discuss the benefits and shortcomings in teaching reading through a phonics approach in comparison to a whole language methodology. What are your views about each approach? Support your arguments with references from related literature.
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To use Phonics or Whole Language? That is the Question There is a battle going on elementary schools across the Globe. This battle is not a malicious battle fought with armies and weapons of mass destruction, but rather a tactical battle where the two opponents are known to us by the simple phrases, phonics and whole language. These two opponents use very different styles, but those who use a certain style swear by it almost religiously.
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