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ERIC Number: ED434322
Record Type: Non-Journal
Publication Date: 1998-Sep
Pages: 9
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Yes, But...(An Invitation to Dialogue)--Holistic vs. Systemic Approach to the Teaching of Reading.
Murray, Dorothy S.
Today, contrary to Euclid's view of things as they are, people are told that the whole is greater than the sum of its parts. Nowhere apparently has the concept of the whole been ignored more than in the teaching of reading. The "see and say" (holistic) approach, introduced in the early fifties, still dominates the classroom. Readers and workbooks present selected whole words as equal to or the same as the sum of its parts accompanied by colorful illustrations for memorizing by repetition in contexts. In contrast, the systemic approach recognizes the parts of the whole within the word and their relationships to speech sounds. By definition, a letter is a significant speech sound within a language system. Systemic reading programs expose another of the hidden "greater" parts of the equation--word relationships within a statement. It may be that the holistic system fears that exposure of the hidden aspects of language will leave the learner forever processing words consciously sound by sound, syllable by syllable, or word by word. The systemic approach to the teaching of reading ensures that the learner becomes acquainted with the tools of the system and how to use them. And for the reader taught by both methods, their eyes and mind move across the printed page unhampered by information about how it all happens. (Contains definitions, a diagram, and a worksheet.) (NKA)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A