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Diane Publishing Books
Whole Language Lives On: The Illusion of “Balanced” Reading Instruction
Louisa Cook Moats (au); Chester E. Finn, Jr. (fr)
We know that the “whole language” (WL) approach does not help most children learn how to read. Yet WL persists, despite efforts by policymakers and reading experts to root it out. Today, though, it often disguises itself, not using the term “WL” but, rather, wearing the fig leaf of “balanced” instruction. This report argues that what’s going on in many places in the name of “balance” or “consensus’ is that the worst practices of WL are persisting, continuing to inflict harm on young children who need to learn to read. How and why that is happening -- and how and why such practices are misguided and harmful -- are what this report is about.
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