Published Online: February 2, 2007

Report Roundup

Whole-Language-Reading Advocates Criticized

Article Tools
  • PrintPrinter-Friendly
  • EmailEmail Article
  • ReprintReprints

A report from the Thomas B. Fordham Foundation takes a swipe at the whole-language movement for promoting reading materials and teaching methods the author says are of questionable value.

Whole language, an instructional philosophy that is based on the belief that children learn to read through exposure to good books and that minimizes the teaching of basic reading skills, grew in popularity in the 1980s. It has waned since the mid-1990s, with the push for a more explicit, skills-based approach to the subject.

Louisa Moats, the author of the report and a well-known reading researcher and education consultant, says that whole-language advocates are promoting reading materials that are not aligned with reading research.

Requires Adobe Acrobat Reader

Web Only

Back to Top Back to Top

Most Popular Stories

Viewed

Emailed

Recommended

Commented