October 31, 1997
Editor
Milwaukee Journal Sentinel
Box 371
Milwaukee, WI 53201
We read an article entitled "Phonics Program Proposed for MPS" published October 31, 1997 in the Milwaukee Journal Sentinel and written by Joe Williams. This article describes a resolution that would require the Milwaukee Public Schools to teach phonics and not whole language. In this article there is a statement that "a University of Houston study last year found that intensive drills in phonics and the building blocks of words make young readers into better readers." As the authors of this study, we would like to indicated that this statement is not accurate and is clearly based on media reports of our study. The interventions that were successful included explicit instruction in phonics and phonological awareness skills and this is an essential part of any reading instruction. However, this instruction occurred along with application in reading and writing, good literature, and a print-rich environment - all principles derived from whole language approaches to reading. Hence, the results of this study did not support an either-or approach to reading instruction in which whole language is contrasted with phonics. Rather, the study supported the value of explicit instruction in phonics as part of a balanced approach to reading instruction.
If the purpose of the resolution is to incorporated explicit teaching of phonics as component beginning reading instruction, our study would support this incorporation. However, it would not support a strictly phonics approach to the teaching of reading and especially does not support simplified comparisons of phonics versus whole language. This type of debate is meaningless and the key is to identify components of reading instruction that are effective and which can be derived from approaches commonly described as phonics or whole language.
We object to characterizations of our study that equate the successful interventions with phonic drills. This is a distortion that has been perpetuated by the media and needs to be corrected. Our research supports balanced approaches to reading instruction that incorporate explicit teaching of phonics as part of a balanced and comprehensive approach to beginning reading. It does not support one side or the other of the Great Debate. Extreme views of reading instruction on either side are not good for children.
Sincerely,
Barbara R. Foorman, Ph.D.
Professor and Director
Center for Academic and Reading Skills
Department of Pediatrics
University of Houston - Health Science Center
Jack M. Fletcher, Ph.D.
Professor
Center for Academic and Reading Skills
Department of Pediatrics
University of Houston - Health Science Center
David J. Francis, Ph.D.Center for Academic and Reading Skills
Professor
Center for Academic and Reading Skills
Department of Pediatrics
University of Houston - Health Science Center
