Whole Language Learning

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SPED 571 Project


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Whole Language :

Whole Language “If a child displays hardship in learning to read, the teacher should change the material rather than to try and change the child.” Goodman, 1986

Whole Language Defined?:

Whole Language Defined? There is not universal definition for WL. “any approach or program that supports literature-base instruction, that integrates reading, writing, and literature” (pg. 65)

Whole Language is::

Whole Language is: Not needing to recognize individual words before they can read with comprehension. Taught to recognize words by sight as wholes. Root + trunk + branch + leaf = tree + + + = (Groff, 1991, 85)

Whole Language is: Cont.:

Whole Language is: Cont. Guessing at written words and using sentence context cues. Learning to read best the same way they learned to speak. Not worried about the length or complexity of words or sentences for beginning readers (Groff, 1991, 85-86)

Whole Language is not::

Whole Language is not: The intensive and systematic teaching of phonics . “ seems highly unnecessary” (Groff, 1991, 86) Oral language does need to be taught prior to beginning to learn to read Needing to learn the alphabet to be able to read (Groff, 1991, 86)

Whole Language is not: Cont.:

Whole Language is not: Cont. Formal instruction. Unnecessary to teach reading. A carefully sequenced hierarchy instructional program. Workbooks and worksheets, skill and drill (Groff, 1991, 86)

Whole Language and Reading Disabilities:

Whole Language and Reading Disabilities Directing the student PH=Need direction in their learning WL=Developed Dependence? Reading Strategies PH= Back to basics, Break it down WL= Context clues, Prior knowledge (MacInnis & Hemming, 1995, 535)

Whole Language and Reading Disabilities; Cont.:

Whole Language and Reading Disabilities; Cont. Memory Difficulties PH=simplify words, sequential steps, repetition WL= Oral language environment Acquiring Basic Skills PH= Hierarchy of skills, base and build up, repetition WL= Tie in to previous knowledge, present in language (MacInnis & Hemming, 1995, 535-7)

Whole Language and Reading Disabilities; Cont.:

Whole Language and Reading Disabilities; Cont. Generalizing the skill PH= repetition in use WL= Shared environments Positive Mind-Set PH=Move through levels of curriculum WL= Recontextualizing learning experience (MacInnis & Hemming, 1995, 538)

Whole Language Curriculum:

Whole Language Curriculum Child Centered Interests and needs are central to curriculum No acquiring only integrating of new knowledge Control / Ownership of learning Meaningful connection Self Monitoring (MacInnis & Hemming, 1995, 539)

Whole Language Curriculum Cont. :

Whole Language Curriculum Cont. Language Based Reading, Writing, and Language all in one Nature of language and literacy learning Fluid Entry and Exit points Risk takers (MacInnis & Hemming, 1995, 539-40)

Whole Language Curriculum Cont. :

Whole Language Curriculum Cont. Social Interaction Meaningful interaction Social trigger communication Communicate to learn elementary skills How –to vs. Dynamic process Feedback (MacInnis & Hemming, 1995, 541)

Whole Language the Teacher’s Roll:

Whole Language the Teacher’s Roll Provide experience in the range of the child’s learning Students have control but teachers are part of the plan. No mistakes, developmental achievements Provide instruction when student need it (MacInnis & Hemming, 1995, 541)

Strong Opinions:

Strong Opinions Whole Language Approach Parts / Phonics Approach English spelling is too unpredictable for phonics to work well (Groff, 1991, 83-93 ). No hierarchy or formal instruction allows for student centered learning, progress at own rate No mistakes, developmental achievements, risk takers Students choose what to read to allow for intersect of new and previous knowledge ( MacInnis & Hemming, 1995, 535-544) With the use of phonic rules and repetition reading and spelling irregular words can be used The use of formal instruction and hierarchy allows for a clear progression and a achievement steps Mistakes are made and strategies are developed to support risk taking Student follow workbooks to develop a strong foundation to then progress into desired reading.

Modified Whole Language Curriculum:

Modified Whole Language Curriculum Whole-to-Part Relationship Not all spontaneous readers Why the part to the whole Need not time line Whole to the Part to the Whole (MacInnis & Hemming, 1995, 542)

Whole Language:

Whole Language My opinion, from a perspective a RD Overall opinion from peers Good method? Yes and No Would I recommend Whole Language? Question to think about Can Whole language be done without Phonics and vice versa? If you were a parent would you want you child in whole language, why or why not? As a special education teacher how would you set up Whole Language in your classroom.?

References :

References Groff , P. (1991). Teachers' opinions of the whole language approach to reading instruction. Annals of Dyslexia, 41, 83-93. MacInnis , C., & Hemming, H. (1995). Linking the needs of students with learing disabilities to a whole language curriculum. Journal of Learning Disabilities, 28(9), 535-544. Watson, D. J. (1989). Defining and describing whole language. The Elementary School Journal, 90(2), 128-141.

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