Editing Whole language (section)

===Application of Goodman's theory===
Goodman's argument was compelling to educators as a way of thinking about beginning reading and literacy more broadly. This led to the idea that reading and writing were concepts that should be considered as wholes, learned by experience and exposure more than analysis and didactic instruction. This largely accounts for the focus on time spent reading, especially independent reading. Many classrooms (whole-language or otherwise) include silent reading time, sometimes called DEAR ("[[Drop Everything And Read]]") time or SSR ([[sustained silent reading]]). Some versions of this independent reading time include a structured role for the teacher, especially Reader's Workshop. Despite the popularity of the extension of Chomsky's linguistic ideas to literacy, it is based on a misunderstanding of those theories as, unlike language, literacy is not a human universal but a human invention (much as children learn to walk without being taught, but not how to drive a car or fly a helicopter). All experimental research shows that reading, unlike language in the [[Language faculty|Chomskyan view]], is not a pre-programmed human skill; it must be learned. [[Sally Shaywitz]],<ref>{{cite web |url=https://www.ncbi.nim.nih.gov/sites/myncbi/collections/public/1-9V7emPzNapfhcT8HoP7Re/ |title=Shaywitz, Sally E research paper collection PubMed result 76 selected items }}</ref> a neurologist at [[Yale University]], is credited with much of the research on the neurological structures of reading.{{citation needed|date=March 2022}}