According to Smith (1992), 46 of the 50 US States reported using WL programs, and 90% of the WL teachers received some form of WL professional development. ĭuring the 1980’s and 90’s an approach to education with strong philosophical and political underpinnings, whole language (WL), became a (the?) major model for educational practice in the USA, Canada, New Zealand, and Great Britain (Groff, 1997). For a history of disputes about reading instruction, see.
As literacy has become fundamental in all facets of life, so it became obvious that students who did not learn to read effectively were greatly disadvantaged throughout their lifespan. The history of reading instruction has involved considerable and extended disagreement about the optimal approach to ensuring children become literate and thereby capable of participating in our society. “The way we went down the road to whole language is really a story of stupidity” (Lyon, 2005).
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My blogs can be viewed on-line or downloaded as a Word file or PDF at Dr Kerry Hempenstall, Senior Industry Fellow, School of Education, RMIT University, Melbourne, Australia.
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