The Whole Language‐Phonics Controversy: an historical perspective

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Abstract
There has been considerable recent controversy over the competing emphases to beginning reading known as Whole Language and phonics. In order to provide a different perspective on the debate, this paper examines the history of disputes about reading, particularly as they apply to at‐risk students. It commences with a brief discussion of the advantages and difficulties of our English alphabetic system, and the literacy problems associated with it. Identification of the major attempts to deal with the complexity of our writing system is followed by a history of the research into the most efficacious means of enhancing reading development. An examination of early research, such as The Great Debate, The USOE Study, Follow Through and Becoming a Nation of Readers, helps illuminate the current debate by indicating which issues are novel, and which are those from the past as yet unresolved. A thread throughout the paper involves the role of educational research in influencing practice in beginning reading instruction.