Whole Language Theory Of Literacy

The choice of teaching model used by a teacher varies depending on the learning theories that each teacher has been exposed to in the course of their training. In conjunction, teachers develop ideas and beliefs about how they are supposed to approach the issue of making children learn. Some use what they have been taught throughout study in order to form their own opinions on how to approach literacy development among students, while others use different theories by different theorists (Luke, 2012). As it goes then, it can be argued that there is no one best reading model that should be adopted by each and every teacher due to the different opinions held by each individual, on what is best for a class of students. However, …show more content…
This model is based on the Top-Down theory of literacy development that emphasises on first getting to understand the object, text or language as a whole before narrowing down to the roots or to the various parts that make up the text (Flint, Kitson, Lowe & Shaw, 2014). According to this theory, students are more likely to understand a text if they first read it and then try to draw some conclusions from it on their own. The whole language theory takes into consideration different needs and interests of the students during the course of learning. Teachers of the whole language theory provide their students with as many opportunities as possible for understanding and using whole language and the actual origin of various information they read. This is done by providing relevant books, texts and other activities that the students are interested in and then encourage them to read and make sense of the texts. When students read what they are interested in, it will be easier to understand than when they just read what they are required to (Tricia, Sonia, Laura, Jill, & Joan, …show more content…
With this model, students are subjected into various activities some of which are outside the unit context. Teachers using this model, plan the structure and timings of class activities everyday to incorporate new activities as the need arises. When students have to follow the same routine everyday of doing things their mental capabilities are limited and most of the time they are bored and hence their attention may be distracted. Doing new things everyday sharpens students’ minds and will make them look forward each day to something more interesting (Bomengen, 2010). Their desire to learn more is stimulated every day and at the end of it all they learn many things at the same time and faster. A good example of the flexibility of the whole language model is of a teacher who started teaching a class of young children in the first year of their career. Having in mind the needs and interests of the different students, the teacher made sure that every student was engaged in something new and something that triggered their learning curiosity (Hempentall, 2014). This way, the class bounced in between the playground, to the class, to the art and music room and to the conference hall. In all these places, the children with the help of the teacher did many things ranging from reading texts aloud in class, silent