Hi Sheila, 
 -> I'd say my position is, if a teacher is using phonics and word-attack
 -> skills as a primary means of instruction (not just when a student is
 -> totally lost), then they are not following whole language practices.
 SK> Of course, such a teacher would not be following the Whole Language
 SK> philosophy.
 Why is one philosophy any better than or mutually exclusive of the 
 techniques of another philosophy? The point I make because I don't know 
 how phonics can help the few underachievers in my class when I can't get 
 them to consistently recognise the letters themselves let alone the sound 
 they make most often. I guess what I am saying is that the children who 
 are having difficulties will do so no matter what the teacher's philosophy. 
 I can't make up for a lack of language experience in the first five years, 
 quickly enough but it is my job to find ways and means that assist each 
 individual child to start to learn to read. The method may be vastly 
 different depending on the needs and maturity of each individual child. 
 Is there much concentration on/discussion about learning styles in US 
 educational thought?
 Regards, 
 Erica.
... Anything you say will be misquoted & used against you.
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