-> I don't think that there has been research on Whole Language in the
-> way that you or Chuck may be
-> suggesting.  Whole language is based on many studies.  Whole language
-> is the philosophy that sprang from these studies (or research).  If
-> whole language were a methodology then it could be studied.  It is
-> not a methodology.  It is a way of thinking or a foundation that
-> drives ones educational philosophy.
I wonder that research couldn't still be conducted on Whole Language,
even though it is a philosophy and not a methodology. The important
thing would be a control group and measuring through some instrument
before and after what the effects had been.
As you write, you doubt there is research of this type on Whole
Language. If so (and this is what the AFT writes), then this is too bad
and someone should correct the situation. Whole Language advocates would
only have more evidence to support their claims and have an easier time
convincing skeptics with scientifically conducted research supporting
their claims.
As you wrote in a previous message, you yourself are not on the far
right of the WL continuum. But I have dialogued with teachers who are,
I've read articles about and by such teachers, and a lot of them are
doing crazy things in their classroom and damaging kids. Maybe they
aren't practicing the Whole Language philosophy "correctly" as you would
say, and I agree that this is very likely. Nevertheless, it goes on.
My main point in this conversation is that (1) I wanted to understand
better the definition of Whole Language. I think that has been
accomplished. I still think that there are wide discrepancies in the
field of education on how one teacher vs. another may define it, but
I've learned a lot about it in this discussion. (2) to find out if Whole
Language is really beneficial, damaging, or neutral in teaching students
how to read vs. more traditional instruction. In order to be convinced
on this one, I would want to see real scientific research on the matter.
I suppose we may not resolve the second issue here.
Sheila
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