부산대학교 도서관

In this article, it is argued that the Whole Language movement in reading instruction is associated with certain other issues demanding serious concern: teacher empowerment; child-centered instruction; integration of reading and writing; a disavowal of the value of teaching or learning phonics; and subscription to the view that children are naturally predisposed toward written language acquisition. The last two are the main focus of this article. Specific topics covered include definitions of whole language; the importance of words, spellings, and spelling-sound relations; learning to read as a biological process; and aspects of normal reading development. [ABSTRACT FROM AUTHOR]