Whole Language vs. Code Emphasis: Underlying Assumptions and their Implications for Reading Instruction.
| Number | 729 |
|---|---|
| Year | 1990 |
| Drawer | 13 |
| Entry Date | 11/15/1999 |
| Authors | Liberman, I. Y., & Liberman, A. M. |
| Contact | |
| Publication | Annal of Dyslexia, 40, 51-76 |
| url | http://www.haskins.yale.edu/Reprints/HL0729.pdf |
| Abstract | Explores 2 views about learning to read, Whole Language (WL) and Code Emphasis (CE), as named by J. Chall, 1967. WL assumes that learning to speak and read are comparable instances of language development. Therefore, learning to read can and should be as effortless as learning to speak. CE recognizes that speech and reading must follow very different developmental paths. Speech is wholly natural, an integral part of the child's specialization for language. A writing system, on the other hand, is a biologically secondary code that maps to its natural language base in ways that must be consciously understood if it is to be used properly. CE views learning to read as a cognitive, intellectual achievement in a way that learning to speak is not. It is wrong to suppose, as WL does, that they can be learned in the same epigenetic way. |
| Notes |
Search Publications