Editing Whole language (section)

===Contrasts with phonics===
Because of this holistic emphasis, whole language is contrasted with skill-based areas of instruction, especially phonics and synthetic phonics. Phonics instruction is a commonly used technique for teaching students to read. It tends to emphasize attention to the individual components of words, for example, the sounds ([[phonemes]]) /k/, /æ/, and /t/ are represented by the letters ([[graphemes]]) ''c'', ''a'', and ''t''. Because whole language proponents do not focus exclusively on the individual parts, tending to focus on the relationship of parts to and within the larger context, they do not favor some types of phonics instruction. Whole language advocates state that they do teach and believe in phonics, especially a type of phonics known as [[Phonics#Embedded phonics with mini-lessons|embedded phonics]]. In embedded phonics, letters are taught during other lessons focused on meaning and the phonics component is considered a "mini lesson". Instruction in embedded phonics typically emphasizes the [[consonants]] and the [[short vowels]], as well as letter combinations called [[Syllable rime|rimes]] or [[Phonogram (linguistics)|phonograms]]. The use of this embedded phonics model is called a "whole-part-whole" approach because, consistent with holistic thinking, students read the text for meaning first (whole), then examine features of the phonics system (part), and finally use their new knowledge while reading the text again (whole). 

This mixed approach is a development from the practice employed in the 1970s and 1980s, when virtually no phonics was included in the curriculum at all. Theorists such as Ken Goodman and [[Frank Smith (psycholinguist)|Frank Smith]] at that time advocated a "guessing game" approach, entirely based on context and whole-word analysis. It is worth noting that neuroscientist [[Mark Seidenberg]], one of the many critics of whole language and Balance Literacy, writes that Ken Goodman's "guessing game theory" had no supporting evidence and "was grievously wrong".<ref>{{Cite web | url=https://seidenbergreading.net|title= Reading at the Speed of Light: How we Read, why so many can't, and what can be done about it, 2017, pages 268 & 271, Mark Seidenberg}}</ref> In addition, in his 2009 book, ''Reading in the brain'', cognitive neuroscientist [[Stanislas Dehaene]] said, "cognitive psychology directly refutes any notion of teaching via a 'global' or 'whole language' method." He goes on to talk about "the myth of whole-word reading", saying it has been refuted by recent experiments. "We do not recognize a printed word through a holistic grasping of its contours, because our brain breaks it down into letters and graphemes."<ref name="Stanislas Dehaene 222–228">{{cite book|author=Stanislas Dehaene|title=Reading in the brain|pages=222–228|publisher=Penquin Books|year=2010|isbn=978-0143118053}}</ref>

Most whole language advocates now see that children go through stages of spelling development as they develop, use, and gain control over written language. Early literacy research conducted by Piagetian researcher [[Emilia Ferreiro]], published in her book ''Literacy Before Schooling'', has been replicated by University of Alabama professor Maryann Manning. Based on this research, "invented spelling" is another "whole-part-whole" approach: children learn to read by writing in a meaningful context, e.g., by writing letters to others. To write a word, they have to decompose its spoken form into sounds and then translate them into letters, e.g., ''k'', ''a'', ''t'' for the phonemes /k/, /æ/, and /t/. Empirical studies<ref>Brügelmann, Hans (1999). "From invention to convention. Children's different routes to literacy. How to teach reading and writing by construction vs. instruction." In: Nunes, T. (ed.) (1999). ''Learning to read: An integrated view from research and practice.'' Dordrecht et al.: Kluwer (315–342); Richgels, D.J. (2001). "Invented spelling, phonemic awareness, and reading and writing instruction." In: Neuman, S. B./ Dickinson, D. (eds.) (2001). ''Handbook on Research in Early Literacy for the 21st Century.'' New York: Guilford Press.</ref> show that later spelling development is fostered rather than hindered by these invented spellings—as long as children from the beginning are confronted with "book spellings", too.<ref>Brügelmann, Hans/ Brinkmann, Erika. ''Combining openness and structure in the initial literacy curriculum. A language experience approach for beginning teachers'', 2013 Download: https://www.academia.edu/4274824/Combining_structure_and_openness_in_the_initial_literacy_curriculum</ref>