Homeschool World Practical Homeschooling
PHS ColumnistsTop Menu

Mary Pride

Carole Adams

Ray Andree

Karen Andreola

Frank Armbruster

David Ayers

Larry Bailey

Johanna Banham

Lisa and Rhonda Barfield

Peggy Barker

Jonathan Bechtle

Russ Beck

Alisyn Bennett

Vicki Bentley

Betty Berring

Mary Biever

George Bigham

Harvey and Laurie Bluedorn

Sam Blumenfeld

Lydia Guy Burchett

Charles and Betty Burger

Linda Burklin

Wes Callihan

Holly Capeda

Heather Chapman

Clay and Sally Clarkson

Marion Kester Coombs

Deborah Copelin

Cheryl Costello

Martin Cothran

Jim Couch

Lorraine Curry

Michelle Dalrymple

Chris Davis

Ellyn Davis

Kandie Demarest

Joan Donaldson

Richard Driggers

Cathy Duffy

Jonathan English

Carolyn Flanagan

Samuel Francis

Amanda Freitag

Marshall Fritz

Lisa Gard

John Taylor Gatto

Brittany Glenny

Tricia Goyer

Pat Graves

Steve Hake

Ken Ham

Kristin Lee Hamerski

Gregg Harris

Joshua Harris

Laura Harris

Lori Harris

Bob Hazen

Barbara Henderson

Sarah Hensley

Laura Hinely

Fritz Hinrichs

Regina Hogsten

Jessica Hulcy

D. Russel Humphries

Nicole Johnson

Elizabeth Kays

Diane Flynn Keith

Stephen Kemp

Rebecca Kenney

Andrew Kern

Chris Klicka

Dr. Jim Kramer

Lenora Levia

Ann Lloyd

Isabel Lyman

Christina Magnaghi

Michael Maloney

Jason Makansi

Paula Mann

David Marks

Rodney Marshall

Shelly Mathiot

Renee Mathis

Pam Maxey

Theresa May

Kristen West McGuire

Joyce McPherson

Geneva Miller

Katie Michelli

Melissa Morgan

Sarah Morgan

Gretchen Mork

Natalie Muus

Edwin Myers

Naomi Nattress

John Nixdorf

Shelley Noonan

June Oberlander

Joy Pavelski

Mary Pecci

Dennis Peterson

Nikki Pheneger

Michael Platt

Drue Porter

Bill Pride

Franklin Pride

Joseph Pride

Madeleine Pride

Magda Pride

Mary Pride

Mercy Pride

Sarah Pride

Theodore Pride

Bob Reith

Michael Reitz

Howard and Sue Richman

Elizabeth Roberts

Dr. Arthur Robinson

Penny Ross

Teresa Schultz-Jones

Rebecca Sealfon

Rob and Cyndy Shearer

Scott Somerville

Bruce Shortt

Gail Small

Barry Stebbing

Andrew Stone

Alexandra Swann

Benjamin Swann

Joyce Swann

Janis Tatum

Jennifer Thieme

Heather Thompson

Christopher Thorne

Rita Tubbs

Dale Turner

Jamie Turner

Maryann Turner

Janice VanCleave

Brad Voeller

Kathy von Duyke

Steve Wagner

Eric Wallace

Austin Webb

Jeannette Webb

Natalie Webb

Pat Wesolowski

Carol Wickwire

Peter Williams

Douglas Wilson

Kym Wright

Lisa Yoder

Vivian Young


Whole Language Glossary

Deconstructionism: A philosophical world view in which language is viewed as a man-made system of symbols that have no absolute meanings and no absolute references to reality. Therefore, all written texts are subject to constant interpretation and reinterpretation by the reader who brings his own subjective reality to the reading process.

Ideographs: Graphic symbols that stand for ideas, emotions, actions, etc. The earliest form of writing used by human beings was picture writing, or pictography. In pictography the symbols look like the things they represent. However, as civilization became more complex, the scribes had to begin depicting things that did not lend themselves to depiction, such as ideas, emotions, actions, etc. The result was the development of "ideographs," that is, graphic symbols that did not look like whatever it was they were representing. Modern Chinese is made up of about 50,000 of such ideographs.

As the Chinese writing system has evolved, some of the ideographs are now used as sound symbols to enable the Chinese to write foreign names and words. In other words, even Chinese is no longer a purely ideographic system. On the other hand, alphabetic writing discarded the ideographs entirely and uses a small set of symbols to stand for the irreducible speech sounds of the language. The idea that written words in English can be viewed as ideographs negates all of the advantages of alphabetic writing which is a purely sound-symbol system enabling the reader to read any word after having developed an automatic association between letters and sounds. The great advantage of alphabetic writing is that it permits us to do much more with much less.

Intensive Systematic Phonics: A teaching method whereby children are taught to read by learning the alphabet first, then learning the sounds the letters stand for in an intensive manner, using drill, flashcards, word families. The 44 sounds of the English language and their spelling forms are taught in a sequential and systematic way, generally beginning with the simplest spelling forms (the short vowels and consonants) and ending with the long vowels and their variety of spelling forms. Not all phonics programs follow the same sequence of instruction. However, the purpose of this method is to help the child become an accurate, independent, phonetic reader.

Look-Say: A method of reading instruction that begins with the child memorizing a battery of sight words by their configurations, as if they were Chinese ideographs. Once the child has memorized a sufficient number of sight words, he or she is introduced to beginning consonant letters in order to reduce way-out guessing. In look-say, which is also known as the whole-word or sight method, the child is taught the various strategies of figuring out the text, which include picture clues, context clues, and phonetic clues. In general, this method of teaching produces inaccurate, subjective readers as opposed to the alphabetic-phonetic method (intensive, systematic phonics) which produces accurate, objective readers.

Whole Language: A philosophy of reading instruction based on the belief that children learn to read in the same way they learn to speak: naturally. Thus the child is introduced to whole texts at the very beginning and is expected to learn a variety of strategies which help him or her figure out what the words say. Some phonics is taught as in look-say, but is meant to be used by the reader only as a last-resort strategy. The emphasis is on looking at words at wholes, as units of potential meaning, and "interpreting" the text rather than reading for accuracy. Teaching phonics is discouraged because it breaks up words into letters and syllables which have no meaning and negates the idea of the whole. This method of teaching produces inaccurate, subjective readers.

| Share
Was this article helpful to you? Subscribe to Practical Homeschooling today, and you'll get this quality of information and encouragement five times per year, delivered to your door. To start, click on the link below that describes you:

USA Individual
USA Librarian (purchasing for a library)
Outside USA Individual
Outside USA Library

Terms of Use  •  Privacy Policy  •  Copyright ©1993-2018 Home Life, Inc.