Whole Language Reading Instruction for Students with Learning Disabilities: Caught in the Cross Fire

Abstract

A philosophic orientation referred to as the whole language movement is rapidly changing the nature of reading and writing instruction in our schools. Although most of the changes are positive, some have produced intense debate, particularly in relationship to beginning reading instruction. Many practitioners are questioning how this shift away from traditional skillbased classroom instruction will affect the reading development of students with learning disabilities. This article reviews the history of the reading instruction controversy and the application of remedial methodologies for students with learning disabilities. The premise is developed that although most students learn to read naturally, some students require more systematic, explicit instruction to become proficient, fluent readers. The author concludes that students with severe learning disabilities may learn to read in a whole language, mainstream classroom, as long as appropriate, supplemental instruction is provided, a variety of instructional techniques are employed, and the intensity and duration of the services are based upon the individual's needs.

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