Gee, the Whole-Worders never give up, do they?
Fighting a rear-guard action against the inevitability of Phonics, the
latest gimmick is that it is all in the genes, it seems. "Reading skills
are in the genes, study shows" ("The Age", 21/9).
While this test on identical, and non-identical, twins, might be valid
enough, insofar as it goes, the conclusions can be suspect, and too, the
methods.
Using made-up words is a dubious test in itself, as is use of those few
odd words, such as "yacht", which a phonics teaching program would leave to
last. But what does it all prove? Genes may determine if a kid is smart or
dull, can catch-on-quick, or takes time - but apart from that?
The thing is - English is a phonetic language, by definition, it is not
ideographic or hieroglyphic; hence, the alphabet, and letters/sounds, come
before words, and not the other way around.
I'd claim that any child taught by the Whole Word method, and who manages
to survive the treatment, does so because he/she has grasped the literary
(letter) nature of words, and dissects words accordingly. Either that, or
has a fabulous memory - an unnecessary attribute, given most words are
polysyllabic and consist of root/stem, plus affixes.
Of course, we all like kids to be able to read "interesting books" as soon
as possible, but too quick an immersion can result in drowning as much as
swimming. A Primer might be considered dull, but even it can be made as
interesting as possible. Any child using a primer is so enraptured they can
read, they don't worry about much else. Once so empowered they don't need
any encouragement to venture into a library. But a child who feels
bewildered and confused by reading - will shun libraries, and watch TV
instead.

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