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The use of this embedded phonics model is called a "whole-part-whole" approach because, consistent with holistic thinking, students read the text for meaning first (whole), then examine features of the phonics system (part), and finally use their new knowledge while reading the text again (whole). This mixed approach is a development from the ...
The Dolch word list is a list of frequently used English words (also known as sight words), compiled by Edward William Dolch, a major proponent of the "whole-word" method of beginning reading instruction. The list was first published in a journal article in 1936 [1] and then published in his book Problems in Reading in 1948. [2]
Balanced literacy is a theory of teaching reading and writing the English language that arose in the 1990s and has a variety of interpretations. For some, balanced literacy strikes a balance between whole language and phonics and puts an end to the so called "reading wars".
Reading is an area that has been extensively studied via the computational model system. The dual-route cascaded model (DRC) was developed to understand the dual-route to reading in humans. [14] Some commonalities between human reading and the DRC model are: [5] Frequently occurring words are read aloud faster than non-frequently occurring words.
On the other hand, some of the practices of whole language are evident, such as: "use language prediction skills to identify unknown words"; "using three cueing systems: meaning, structure, and visual"; "reading on, omitting words, rereading and making substitutions"; "predict on the basis of what makes sense"; and "a wide variety of sight words".
Analytic phonics is different from synthetic phonics (that starts at the individual sound/phoneme level and builds up to the whole word), and whole language (that starts at the word level and does not encourage the use of phonics). It may, however, be used as a part of the balanced literacy approach.
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