References
Date: 2015-10-07; view: 361.
Note
Overall Discussion and Conclusion
A detailed reading of Johnson (2001) reveals that Clymer's original conclusions stand: the rules of phonics, at least those reviewed by Johnson, remain enormously complex. A close analysis of the actual studies reviewed by Jeynes and Littell (2000) shows that when tests of reading comprehension are considered, when real reading is considered as the core element of whole language, and when details of studies are examined closely, whole language does very well in method comparison studies. Although the authors conclude otherwise, these studies actually provide evidence for the limits of phonics instruction and the efficacy of whole language.
| 1. | Johnson cites Becoming a Nation of Readers (Anderson, Hiebert, Scott, and Wilkinson, 1985) as holding the position that phonics can be reduced to a few simple rules that can easily be taught by the end of grade two. Not quite. Consider this excerpt: "... phonics instruction should aim to teach only the most important and regular of letter-to-sound relationships ... once the basic relationships have been taught, the best way to get children to refine and extend their knowledge of letter-sound correspondences is through repeated opportunities to read. If this position is correct, then much phonics instruction is overly subtle and probably unproductive" (Becoming a Nation of Readers, p. 38). Weaver (1994) and Goodman (1993) have pointed out that Becoming a Nation of Readers sees direct phonics instruction as playing a limited role. In fact, the position presented in the excerpt presented above is not very different from that proposed by Frank Smith (1994): A few straight-forward rules of phonics can be taught directly and can be useful in making texts more comprehensible, but most phonics is the result of reading, not the cause. |
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