Quotes are taken from a message written by Sheila to Charles on 08/12/96...
SK>One thing we should acknowledge, however, is that what is _called_ Whole
SK>Language in the state of California is not necessarily what Dan Triplett
SK>is promoting.
SK>
SK>Recall that Donna Randsell related that as a substitute in San Diego
SK>schools she was exressly prohibited from teaching _any_ phonics. This is
SK>not in line with what Dan is describing as Whole Language, and so it
SK>doesn't really refute that his method of instruction is appropriate.
Based on the articles I was able to collect, it appeared that the state 
of California did a significant amount of research into the nature of 
Whole Language.  I would guess that what is being promoted as WL in 
California is much closer to the real intent of the philosophy than what 
Dan is promoting.  But that's just a guess.
SK>What this says to me, is that there are many things masquerading around
SK>the country as "whole language" and this only adds to the confusion and
SK>probable failure of the "method"
I'm not sure that's true.  What I read, in several of the articles, 
suggests that phonics and "word-attack skills" are used only as a last 
resort in most WL instructional programs.  It is only when right minded 
people try to blend a variety of reading philosophies that we reach the 
level Dan appears to have achieved.  From another article I found, 
"Phonics Vs. Whole Language", no author's name given, at 
http://www.learningpyramid.com/phonics.html...
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"-The whole language method of teaching reading is to expose children to 
meaningful stories in learning to read.
-Many whole language teachers do not teach decoding skills for sounding 
out unfamiliar words.  Students are instructed to read the story to 
derive context clues for unfamiliar words or new vocabulary.
-Many do not teach children the phonetic patterns and rules of the 
English Language.  Some teachers do not even teach spelling."
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Of course there are variations in the practice - just as there are 
differences in the way that teachers teach phonics.  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.
Chuck Beams
Fidonet - 1:2608/70
cbeams@future.dreamscape.com
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* UniQWK #5290* Accept me for what I am - completely unacceptable.
--- Maximus 2.01wb
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