Final whole language approach

1. WHOLE LANGUAGE APPROACH

2.  WHOLE LANGUAGE is a method of teaching children to read by recognizing words as whole pieces of language describes a literacy philosophy which emphasizes that children should focus on meaning and strategy instruction  Whole language is a constructivist approach to education ; constructivist teachers emphasize that students create (construct) their own knowledge from what they encounter

3.  Whole language teachers believe that children learn to read by writing, and vice versa. The whole language philosophy emphasizes children’s efforts to make meaning and seek meaning in language; therefore , correcting errors places the focus on technical correctness , which is not where whole language teachers believe it should be the whole language approach can also present problems for students with reading difficulties.

4. Chomsky and Goodman The whole language approach to phonics grew out of   Noam Chomsky 's ideas about language acquisition. In 1967,   Ken Goodman   had an idea about reading, which he considered similar to Chomsky's, and he wrote a widely cited article calling reading a "psycholinguistic guessing game". He chided educators for attempting to apply what he saw as unnecessary   orthographic   order to a process that relied on holistic examination of words. [6]

5.  SEVERAL STRANDS RUN THROUGH MOSTDESCRIPTIONS OF WHOLE LANGUAGE: F ocus on making meaning in reading and expressing meaning in writing; constructivist approaches to knowledge creation , emphasizing students interpretations of text and free expression of ideas in writing (often through daily journal entries ); emphasis on high-quality and culturally-diverse literature ; integrating literacy into other areas of the curriculum , especially math, science, and social studies; frequent reading with students in small "guided reading" groups to students with "read alouds " by students independently;

6.  R eading and writing for real purposes; focus on motivational aspects of literacy , emphasizing the love of books and engaging reading materials; meaning-centered whole to part to whole instruction where phonics are taught contextually in“ embedded " phonics (different from synthetic or analytic phonics); and emphasis on using and understanding the meaning-making role of phonics, grammar, spelling , capitalization and punctuation in diverse social contexts .

7.  SOME KEY CHARACTERISTICS OF WHOLE LANGUAGEEDUCATION Acceptance of learners- whole language teachers develop the classroom environment and the curriculum for and with the students , to meet their needs and engage them in learning about what interests them, as well as to cover essentials from the curriculum guidelines. Flexibility with structure-whole language teacher organize the day in larger blocks of time, so that children engage in meaningful pursuits .

8. Supportive Classroom community- teachers helpchildren skills for interacting witheach other, solving interpersonal conflicts andproblems , supporting one another in learning, andtaking substantial responsability for their ownbehavior and learning Skills taught in context- Instead of being taught in isolation, skills aretaught through mini-lessons and conferences, in thecontext of students´reading , writing, and learning. Inshort , skills are taught while students are engagedin real-life tasks.

9.  Teacher support for learning- Whole language teachers help children write thesounds they hear in words, thus enabling thechildren to communicate through writingo Contextualized assessment that emphasizesindividuals´growth as well as their accomplishments- Children is involved in assesing their own workprogress , and setting future goals for learning

10. Understanding Whole Language- is directed toward teachers and teacher educators , and also school administrators. •Have the child follow along as you read aloud and then stopr eading ; child must pick up reading aloud where you dropped off . • You read aloud at a normal pace; the child skims along andfollows your reading by paying attention to the beginningsand endings of sentences and end punctuation . •Child reads easy or familiar material and practices goingfast . • Demonstrate an appropriate reading speed by gentlymoving the childs hands across the lines of Braille . • Practice fast page-turning exercises and activities whichcan help develop good reading habits and faster reading.

11. Books for beginner readers which support thisapproach of learning to read are known as authentictext early reader books. They contain shortsentences written in simple language with somerepeated phrases. . Your child uses the pictures tohelp guess difficult words and through repeatedreadings starts to recognize words by sight. They have a better understanding of what they are reading, and amore interesting and creative approach to reading .

12.  - Aoccdrnig to a rscheearch at CmabridgeUinervtisy , it deosn´t mttaer in wahtoredr the ltters in a wrod are, the olny iprmoatnt tihng is taht the fristand lsat ltteer be at the rghit pclae . Therset can be a total mses and you can sitllraed it wouthit problem. Tihs is bcuseaethe huamn mind deos not raed erveylteter by istlef , but the wrod as a wlohe .- Psycholinguistic guessing game