Latest update: May 26th, 2013
The problem is that in the most underprivileged schools where the reading levels are the lowest, there is less financial backing for in-service training. This in turn translates into a situation in which the low reading levels are getting lower, while the neighborhoods with already high reading levels are rising. Additionally, in the wealthier neighborhoods, parents are able to provide their children with extra tutoring hours in order to reinforce phonic reading. Alternatively, in the disadvantaged neighborhoods, the students are unable to pay for extra tutoring and following a predominantly whole language approach means that they then lack the basic phonic skills for the future.
Another argument against the Balanced Literacy program is the impact it could potentially have on writing skills. Most Balanced Literacy teachers create writing workshop in the classroom. Writing workshops consist of students writing individually, sharing their work with their peers, and conferencing with teachers. There are advantages to the writing workshop method, many that are similar to the whole language approach. Through the relaxed and pleasurable environment, students might fall in love with writing, prompting them to write and read more on their own. This is, of course, the intent of Balanced Literacy programs.
The pitfall is that when students learn primarily through reading books rather than textbooks and workbooks, they might not pick up the correct mechanics of the English language, such as grammar and spelling. The hope is, as New York magazine states, that they will learn these ideas through “osmosis.” But, unfortunately, research has shown that many students fail to pick up these conventions through casual reading. When coupled with students’ increased time on the internet and their phones, this dearth of grammatical drilling might lead to an acute lack of knowledge of conventional English.
So What Can We Do?
The question remains: are the enjoyment and enthusiasm for reading that are sparked by the whole language system preferable or are the skills and proficiency that are promoted by the phonics program favorable? That question has yet to be answered; perhaps a mix of the two approaches is the golden mean. Regardless, we as parents and educators must understand that providing our children with the ability to read is fundamentally a gift for a better future.
About the Author: An acclaimed educator and social skills specialist, Mrs. Rifka Schonfeld has served the Jewish community for close to thirty years. She founded and directs the widely acclaimed educational program, SOS, servicing all grade levels in secular as well as Hebrew studies. A kriah and reading specialist, she has given dynamic workshops and has set up reading labs in many schools. In addition, she offers evaluations G.E.D. preparation, social skills training and shidduch coaching, focusing on building self-esteem and self-awareness. She can be reached at 718-382-5437 or at firstname.lastname@example.org.
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