WHOLE LANGUAGE: A NEUROCOGNITIVE APPROACH

There is great confusion, misunderstand as to exactly what a whole language approach to reading is or might be. Often, this misunderstanding is perpetuated by those stand to profit from for-profit, skills-based programs. This mini-lecture describes 12 attributes of whole language or a neurocognitive approach to reading instruction. Dr. Andy Johnson, Reading Specialist. www.teaching-reading.com

[@annfinore2634]

I continue to use LEA with my kindergarten students. They flourish with this approach and I can hone instruction according to individual needs. They LOVE taking their books, the ones they created, cut apart and reassembled again, home to read. Thank you for the affirmation!

[@MariadelRocioCosta]

Hello. I have a question for you Dr. Johnson. What is your take on the statement that print literacy is not learned the same way we learned oral language. The people who make this remark talk about how oral language has always been part of humanity, but written language has not. In this presentation you use Chomskýs language acquisition device theory to support your statement. But from my understanding, Chomsky´s notion refers to oral language. Or am I wrong?

[@Dr.Andy.Reading]

No two things are learned in exactly the same way. We learn to play tennis differently than we learn to play racquetball or volleyball. Those who make such statements are using I-think-isms vs. research. Some of the naturalistic research by Brian Cambourne, Piaget, and Montessori show that written and oral language learning are not exactly the same, but similar.

[@MariadelRocioCosta]

@@Dr.Andy.Reading Thank you for your prompt response.

[@ummumar9207]

Love the enthusiasm!

[@Dr.Andy.Reading]

thanks