In a Fordham report, Whole-Language High Jinks, reading expert Louisa Moats warns that ineffective whole-language reading programs with names like “balanced literacy” are trying to grab funding intended for programs that have been proven far more effective. New York City, Denver and Salt Lake City have been misled by programs that are whole language in disguise, Moats writes. Warning signs include:
- Use of memorization and contextual guessing, instead of direct, systematic teaching for word recognition and actual comprehension;
- Rejection of explicit phonics, spelling, or grammar instruction;
- Application of the whole-language principles for English language learners.