Evaluating the Whole Language Approach to Language Arts The Pros and Cons Clinical Forum
Clinical Forum  |   October 01, 1990
Evaluating the Whole Language Approach to Language Arts
 
Author Affiliations & Notes
  • Carolyn Chaney, Ed.D.
    San Francisco State University, CA
  • Requests for reprints may be sent to Carolyn Chaney, Ed.D., Dept. of Speech and Communication Studies, School of Humanities, San Francisco State University, 1600 Holloway Ave., San Francisco, CA 94132.
Article Information
Development / School-Based Settings / Normal Language Processing / Attention, Memory & Executive Functions / Speech, Voice & Prosody / Clinical Forum: Whole Language and the Speech-Language Pathologist
Clinical Forum   |   October 01, 1990
Evaluating the Whole Language Approach to Language Arts
Language, Speech, and Hearing Services in Schools, October 1990, Vol. 21, 244-249. doi:10.1044/0161-1461.2104.244
History: Received June 7, 1989 , Accepted November 2, 1989
 
Language, Speech, and Hearing Services in Schools, October 1990, Vol. 21, 244-249. doi:10.1044/0161-1461.2104.244
History: Received June 7, 1989; Accepted November 2, 1989

Whole language is an approach to teaching written language that focuses on the oral language experiences of the child, and the communication of meaning through print, rather than emphasizing the teaching of reading skills such as word recognition, sound symbol associations, or sound blending. This paper provides a critical analysis of the whole language approach, describing both its strengths and weaknesses. An integrated instructional approach which balances meaning and exposure to literature with skills instruction and practice is recommended.

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