On another listserv, some of us are talking about George Lakoff's book. In  
it he talks about how political dialogue shapes our thoughts by the frames 
that  surround it. Apparently the mind set of the separation of whole 
language and  phonics has framed some thinking by some posters here.  Whole 
language  teachers have been stating and restating the point that whole 
language  
includes phonics. Several whole language teachers have posted that  whole 
language includes phonics, and yet people are still repeating that they  are 
exclusive of each other. Since this is a list about comprehension, I  think 
this is a perfect example of how to tackle this kind of problem if it was  in 
our classroom. What strategies should be used to help increase 
understanding?  And as whole language teachers, do any of you have any ideas of 
how we 
can  reframe this long held belief to strengthen understandings about whole 
language  and let others know it is a strong and current theory of how 
children learn to  read?
 
Nancy 
 
 
In a message dated 7/23/2009 12:54:07 A.M. Eastern Daylight Time,  
[email protected] writes:

I have  been reading the responses to your question.  I think we need a   
balance of phonics and whole language.  My father taught high  school  
English, 
he always pushed phonics which I found difficult at  time.  I also  loved 
reading which he gave me.  As student  I wish I was given a balance of  
both. 
Today we need to look at the  strengths of our students to see to  direct 
our 
teaching.  We  can't use just one way to teach children words and  reading. 
  
This is what differentiation is all about.

Diane Weiss
New Hyde  Park-Garden City Park

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