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_aWhat's Basic in Beginning Reading? Finding Common Ground
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_bAssociation for Supervision and Curriculum Development,
_c1998.;March 199846
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_atext
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_aunmediated
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_aABSTRACT : Offering a balanced alternative in the debate between phonics and holistic approaches, Strickland describes the whole-part-whole framework for reading instruction. According to the author, the framework addresses the need for teaching that (1) is grounded in fundamental understandings about whole texts; (2) allows for in-depth focus in specific skills; and (3) includes planned practice within the context of meaningful reading and writing. The article explains why a combination of both skills and holistically oriented approaches is essential to successful reading instruction, and a sidebar describes specific activities in a first grade classroom using the whole-part-whole approach. Strickland briefly outlines both sides of the phonics versus holistic instruction debate and discusses phonemic awareness as it relates to the argument. She suggests that polarization is more apparent in the debate than in the typical classroom and notes points of agreement on both sides. To help educators develop a comprehensive and balanced program, she offers five instructional guidelines that address the need for (1) integration of skills and meaning; (2) systematic, orderly instruction; (3) needs-based instruction; (4) ongoing documentation and monitoring of learning; and (5) alignment of curricular goals with instructional standards and assessment.
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_aReading - Phonetic Method
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_aDorothy S. Strickland
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_aEducational Leadership 55 (5) : 1998. pp. 6-10
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