Response to Fawcett and Norris I appreciate the comments of Fawcett and of Norris on my recent article, “Debatable Issues Underlying Whole-Language Philosophy: A Speech-Language Pathologist’s Perspective” (Shapiro, 1992). Although we may hold differing perspectives, it is clear that both Fawcett and Norris share my desire to instill a love for language and literature ... Letter to the Editor
Letter to the Editor  |   January 01, 1994
Response to Fawcett and Norris
 
Author Affiliations & Notes
  • Holly Rose Shapiro
    Private Practice, Deerfield, IL
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Development / School-Based Settings / Research Issues, Methods & Evidence-Based Practice / Professional Issues & Training / Normal Language Processing / Language Disorders / Reading & Writing Disorders / Attention, Memory & Executive Functions / Speech, Voice & Prosody / Letters to the Editor
Letter to the Editor   |   January 01, 1994
Response to Fawcett and Norris
Language, Speech, and Hearing Services in Schools, January 1994, Vol. 25, 44-46. doi:10.1044/0161-1461.2501.44
History: Received August 23, 1993 , Accepted August 30, 1993
 
Language, Speech, and Hearing Services in Schools, January 1994, Vol. 25, 44-46. doi:10.1044/0161-1461.2501.44
History: Received August 23, 1993; Accepted August 30, 1993
I appreciate the comments of Fawcett and of Norris on my recent article, “Debatable Issues Underlying Whole-Language Philosophy: A Speech-Language Pathologist’s Perspective” (Shapiro, 1992). Although we may hold differing perspectives, it is clear that both Fawcett and Norris share my desire to instill a love for language and literature in students. I agree with Fawcett that whole-language teachers and speech-language pathologists share a common goal—to support children in their development of language. Further, Fawcett is right to say that whole-language philosophy allows for educators to engage in any activity that will be helpful to students. As demonstrated in Fawcett’s examples, most whole-language teachers do engage in code-based instruction. I remain concerned, however, that decoding instruction guided by the whole-language framework may be too unsystematic and incomplete for some of our students who experience difficulties with language.
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