The phonics approach encourages children to break down the parts of the word into their separate sounds. For example, the word ‘shop’ has three sounds: ‘sh’ forms ones sound; the letter ‘o’ another, and ‘p’ the third. This approach teaches children the sounds associated with different letters and combinations of letters (e.g. ‘sh’, ‘shr’). Children then piece together each word to create its overall sound. Phonics need to be taught in a fun way, through rhymes and games. Some children learn to read fluently without being taught phonics. Other children rely so heavily on getting phonics correct that story meaning and enjoyment is lost. Successful, early readers ted to have phonic ‘decoding’ skills.

     The whole language approach emphasizes learning to read and write naturally, for enjoyment and pupose, for meaningful communication and for inherent pleasure. Generally, the whole language approach supports an holistic and integrated learning of reading, writing, spelling and oracy. The language used must have relevance and meaning to the child. Writing must be for real purposes. A child writes for somebody in a particular situation and for a defined reason. Writing means relfecting on one’s ideas and sharing meaning with others. Writing can be in partnership with others, involving drafting and redrafting.

     A combination of a whole language, phonics and a structured element to language is an efficient and valuable way of accelerating learning. Parents who listen to their children read are engaging in a most valuable activity. Parents can do three things to make reading active. (1) Elaborate and explain the text to the child. (2) Relate the story to the child’s own experiences. (3) Ask questions to ensure the child understands the story, thinks about the characters and plot, and extends their imagination.