Phonics vs Whole Language

           This semester, my edu class at SCSU debated which is the better way to teach reading:  the whole language approach or the phonics approach.  As often is the case, I don’t think there was a clear-cut winner in this battle.  Before I weigh in with my own personal take on this comparison, let me first define both approaches.  The whole language approach to reading instruction emphasizes learning whole words by encountering those words in meaningful contexts.  In this approach, learners are expected to infer what they need to know while being immersed in literature.  The whole language approach still allows for "teachable moments," where educators react to children's needs/ requests for specific guidance.  Whole language is sometimes referred to as a “top down” approach. 

Phonics, on the other hand, focuses on the sounds that the individual letters or letter combinations make.  Once learned, the child can sound out words by putting together the sounds.  This approach is sometimes referred to as a “bottom up” approach.   Detractors of this approach believe that the English language has many words that do not follow the sounds that their individual letters make, and as a result, it could be frustrating to the student.  
            In terms of which is a better method for teaching reading, I believe it depends on the grade level.  I think that the upper elementary grades (3 thru 6 / even late 2 thru 6) can benefit more from a whole language approach.  Above grade three, immersion is extremely important.  Incorporating vast amounts of literature into a classroom fosters more of a constructivist experience, where students are inferring, comparing, predicting, etc.  And if they see a new word...there ARE context clues.  Detractors of whole language will say there is too much guesswork and too many situations where students are making "wild guesses"...but I see these as educated guesses by the late elementary grades.  Whole language encourages students to look at the big picture rather than zeroing in on patterns, sounds, and rules like phonics does.

All this being said, the early elementary school student does need to "unlock the alphabet" and learn the rules of reading from the bottom up.  So I agree with the assertion that phonics instruction is critically important in the early elementary grades.