Whole Language,Phonics Methods

In response to “Schools Still Waiting for New Reading Plan,” Jan. 22:

When L.A. Unified switched to whole language several years ago I used to close my kindergarten classroom door and do my phonics program, hoping that no one from downtown would walk in. When I told friends at other schools how I was teaching, their response was always, “But we’re supposed to teach the whole language method.”

It’s obvious to me that a reading program needs both. And most teachers know what works. Fortunately, my principal has had enough confidence in me to allow me to teach “my way.” I’m not putting down whole language. It builds self-esteem in children who are not ready to read and develops a love of literature. But reading can’t be taught successfully without a heavy phonics program. Through song, phonics-based reading programs and learning the sounds of the letters, the children who are ready are sounding out words by the end of the school year.

If state Supt. of Public Instruction Delaine Eastin’s deputy, Ruth McKenna, wants to develop a successful reading program, she should contact those of us who have been teaching since phonics was in. The recipe is: Take 75% of the old way, phonics, add 25% of the new, whole language, and you come up with children who can read.

MIMI STEINBERGER

Northridge

* I marvel at the continuous ideological debate reported in the story, by the California Reading Task Force, et al. Some on the task force argue for a “balanced approach” while others emphasize the need to include “basics.” The truth is that teaching reading is not a new science. Students have been taught to read successfully for centuries, and for centuries students who were taught with those proven methods learned to read well.

There is nothing “new” about teaching reading to a majority of children (special-needs kids aside) and it is a travesty that the public has to sit by and wait while educrats try to reach “consensus” as to how California schools will teach it. Consensus has nothing to do with the truth. The truth is backed up by decades of empirical and anecdotal evidence which proves phonics works best for the most students, and that phonics does not preclude using “rich literature” to interest new readers. But the elimination of systematic, applied phonics cannot nor will not improve reading for the masses.

COLEEN ARY, Chairman

Citizens for Truth in Education

Simi Valley

* I rezent your implikayshun that hole langwage lerning izint as good as reguler lerning. I feel like I haf as much selfasteem as you guys. So, howbout lets stop dissing our skools.

DAVID KLEIN

Northridge

* We agree with your Jan. 23 editorial, “Reading Lesson That Won’t Wait,” that the state needs a clear policy on the teaching of reading. We also agree with you and Eastin that the policy must balance the whole language method with the teaching of phonics.

California can have the best reading program in the nation, but without the teachers, librarians and technology to teach reading our scores will remain low. When ranked against the 50 states and the District of Columbia, California is last (51st) in teachers per student, 50th in librarians per student and 48th in computers per classroom. If we continue to make a bargain-basement investment in our young people, we will continue to get bargain-basement test scores.

JOHN PEREZ

Secondary Vice President

United Teachers Los Angeles