William J. Bennett, excerpted from The Educated Child


Nothing stirs stronger passions among educators—or parents and policymakers—than the issue of how children should be taught to read. Which is better for your child, phonics, or the “whole language” ap­proach?

In phonics, children begin by learning the basic sounds represented by letters and combinations of letters; they are then taught to “decode” written words by “sounding them out,” letter by letter and combination by combination (e.g., the difference between the and a).Phonics teach­ers usually emphasize the single accurate spelling of any word. Lessons often include games, drills, and skill sheets that help youngsters associ­ate the letters with sounds. Students read “decodable” stories contain­ing only words they can sound out using the phonics lessons they’ve learned.

Whole language teachers, on the other hand, generally take the view that phonics drills and stories with phonetically controlled vocabulary turn students off. They hold that children acquire reading skills naturally, much the way they learn to speak. In their view, understand­ing the relationships between sounds and letters is only one of many ways students can learn to recognize new words, and sound-letter relationships do not necessarily need to be formally taught. Whole lan­guage theory says that children learn to read and write best by being immersed in interesting literature, where they learn words in a context they enjoy and understand. Students are encouraged to figure out the meaning of new words using a variety of cues, such as by associating them with accompanying pictures, or looking at the ways they are used in sentences along with more familiar words.

The argument between phonics and whole language advocates has been raging for decades. (“I have seen the devastating effects of whole language instruction on older students,” a Colorado teacher writes, for example. “These students cannot spell or write properly because of years of learning bad habits encouraged by whole language.”) It’s come to be known by some as the “Reading Wars.” Yet many years of experi­ence as well as research by scholars such as Jeanne Chall, Marilyn Adams, and Sandra Stotsky tell us that there really should be no debate at all. The evidence is clear: an effective reading program combines ex­plicit phonics instruction with an immersion in high-quality, interest­ing reading materials.

This is an important topic, so we want to be clear. Most children get off to a better start learning to read with early, systematic phonics in­struction. Therefore, the teaching of these skills should be a vital part of beginning reading programs for most youngsters, and should be in the instructional kit of every primary school teacher. If your child’s teacher doesn’t believe in using—or does not know how to use—phonics in­struction as part of reading class, your child may have trouble learning to read proficiently.

Whole language proponents, however, do make a good point. Schools should also offer children intriguing books and wonderful sto­ries. The love of reading, after all, arises not from mastery of decoding techniques but from being able to apply those newly acquired methods to engaging material. Phonics exercises are necessary to help most young children master the letter sounds, but drills and worksheets are not enough. They do nothing to capture the child’s imagination as lit­erature can. All readers, even the youngest, should be given entertain­ing stories geared to their level.

In this respect, a healthy blend of phonics and whole language makes the most sense. The best primary teachers make phonics a fundamental part of their classrooms, but have at their disposal a whole arse­nal of other techniques—and plenty of terrific reading materials. They use both interesting decodable texts and great children’s literature con­taining vocabulary that is not phonetically controlled.

Some phonics advocates are so enthusiastic that you might erro­neously get the impression that phonics is supposed to remain part of English class throughout one’s education. As an explicit part of reading instruction, however, it is something to be taken up very seriously in the earliest years; for most children, it gradually fades into the back­ground by the end of third grade. Learning phonics should be like learn­ing to balance on a bicycle—at first it takes lots of conscious practice, but once mastered is virtually effortless. You want the act of decoding words to become automatic as quickly as possible, freeing your child to focus on meaning and the pleasure of reading.

How do you know if your child’s teacher is paying the right amount of attention to phonics in the earliest grades? Simply put the question to her: Do you teach phonics? If she responds, “No, we don’t stress that,” you may very well have a problem. You need to find out exactly what her instructional philosophy is, and what kind of track record it has.

Even if she nods and says, “Yes, we teach phonics,” it does not tell you how effective a job she’ll do. Outrageous though it is, some primary school teachers have a shaky grip on effective methods of teaching reading. This is rarely because they’re stupid or uncaring, but rather be­cause they’ve passed through a teacher training program or college of education that didn’t do the job properly, or where the professors frown upon the whole notion of phonics. (“I was told by the ‘professionals’ that they didn’t teach phonics because ‘English is not a phonetic language,’” one disconcerted mom reports.)

Furthermore, hearing a teacher say “We teach phonics” does not tell you how much phonics she puts into the mix, or how it’s done. On the one hand, it may mean so much work with thebah, bob, bih, boh, buh sounds that reading turns into a dreary chore. On the other extreme, there are some schools that throw a few token sound-letter games into the lesson plans just so parents will feel assured that their children are “learning phonics.” Schools have discovered that most parents “believe in” phonics—but sometimes teachers are perfunctory about it.

The best strategy is to keep an eye on your child’s progress when the school begins to teach reading, whether in kindergarten or first grade. Take a good look at the materials and assignments. Visit the class one day and observe a reading session. Is there an emphasis on making sure children learn the connections between letters and sounds, through drills, worksheets, word games, questions from the teachers, and enter­taining stories that children read?

Even more important, though, is to sit down with your beginning reader on a routine basis to see how and what he’s reading. If he can read more words this week than the week before, if he tries to sound out new words, and if he seems to enjoy spending time with his books, the balance is probably right.

By Elizabeth Montgomery, Pre-K Smarties

It is never too early to introduce your child to books. Although infants will be unable to follow a plot or understand a theme, infants will benefit from exposure to books. In addition to the bonding that is inevitable when you hold your baby in your lap and communicate with her, reading to your baby is valuable in the development of language skills. Long before your baby utters her first word, she is absorbing sounds that will first help contribute to the development of speech, and later reading. Books also stimulate your baby’s imagination, helping her to make sense of situations she has experienced and introducing her to new ones.

Reading to your infant today promotes good reading habits tomorrow. As infants are particularly responsive to the sounds of language, the best books for babies emphasize rhythm, melody, and repetition, such as nursery rhymes and books with patterned language. Rhythm, rhyme, repetition, and familiar language sequences will captivate babies.

Books for infants usually have minimal text; the words often function like labels or captions for the pictures. Infants enjoy looking at pictures of other people, especially other babies. They recognize facial features and expressions. Babies and small children love seeing familiar objects like a stuffed bear or a rubber duck, or people doing things that they have had some experience with in their daily life, such as getting dressed or taking a bath.

Books are not just educational and developmental devices. Babies, like adults, are entertained by books. Parents and other caregivers find that books are a very effective way to keep babies happily occupied. Indeed, early enjoyment of books will help form a foundation for the vital role books will play in your child’s formal education.

                                                                                *****

We expose children to reading too late. By six years of age the ability to take in raw facts, whether auditory (spoken) or visual (written), without the slightest effort is just about gone. … It is easier to teach a five-year-old to read than it is to teach a six-year-old. It is easier at four than at five, easier at three than at four, easier at two than at three, easier at one than at two, and easiest of all below one. The superb truth is that babies take in raw facts such as written and spoken words at a rate that no adult could come close to matching.

 “Why Teach Your Baby to Read?” by Glenn Doman, Founder of The Institutes for the Achievement of Human Potential (Excerpts)