eaching of reading that have aimed at matching individual letters of the alphabet with specific sounds of English pronunciation (Fries, 1963). The first definition might date back further than the second, but both are used in the instructional reading techniques today. The Definition of Whole Language The whole word approach has been often referred to as the “look and say” approach, and has dated back to the eighteen hundreds. Balmuth defines the whole word approach as “an approach that consists of first presenting a block of written language, rather than single letters, and then breaking down the clock into its components (Balmuth, 1982). Whole language is a process that teaches children to guess at words by looking at pictures on a page, memorizing a few words, and skipping over words that are not familiar. A familiar form of the whole language approach is illustrated in the books of “Dick and Jane” by publisher Scott Foresman (Chall, 1983). These books were brought about by the publisher sending out slick salesman to every school district to demonstrate how easily children could be taught to read through Dick and Jane (Chall, 1983). These stories had color pictures of Dick, Jane, and Spot (the dog) doing whatever the one-syllable word described. Look and Say dominated the school system as a result of a strategic marketing plan carried out by the publisher (Schafely, 1996). Time for a Change? The school systems have had educational backgrounds molded after whole language, and its time for a phonics approach. It is now more crucial than ever for a change in the system. It would be impossible to expect the educational system to completely change the way children are learning to read, but the system must make small, quick changes over a short period of time to encompass the use of the phonics approach. Not all children have the same learning capabilities, and that is one of the main arguments against phonics. Many people in opposition say that not all children can learn from the phonics approach. What people opposed to phonics do not understand is that phonics can be incorporated into the learning process along with whole language to ensure a balance and complete understanding of the English language (Unkown, 1994). With whole language as the basis to the learning process, I believe that the schools are giving out good grade cards to children who are good at guessing and memorizing words. With this in place, parents don’t realize that their children are being taught to guess instead of learning to read properly. It seems as though the schools have placed more priority on self-esteem and appraisal than on literacy. It has come to a point where children no longer are told they are incorrect, but instead are appraised for trying. The competition in schools are becoming non-existent with the removal of spelling bees, honor rolls and even class rankings. Many schools have taken out the letter grade system (A, B, C, D, and F) and replaced it with G (good), S (satisfactory) and U (unsatisfactory). Replacing the traditional letter grade system has hindered the whole language approach by allowing children not to strive for excellence. Knowing that satisfactory is all right, children do not have to strive for that A+ grade. Children should be instilled with the need to learn, want to learn idea. Children should learn that life is competition, and the rewards go to those who work hard and achieve correctness. Children, who are told they are incorrect, will try harder if they have the need to learn, want to learn idea within them. I believe that self-esteem should be the reward for achievement and hard work, not for trying and being wrong. Children should understand that an education is a privilege, and should not be taken for granted. Whole language allows for too much to be taken

Some topics in this essay:
Priscilla Vail, Jane Spot, Riverside County, Eager Learners, Definition Language, Miriam Balmuth, Read Read, Picture Cut, Trip Tell, Charles Fries, language approach, excited learning, children excited, learning read, written language, phonics language, excited learning read, phonics people, help children, phonics children, children told, children excited learning, children told incorrect, told incorrect instead, understanding english language,