Abstract
For many years, the debates in the teaching of reading were dominated by the tensions between “teaching phonics” and “the whole language approach” (for a thoughtful comment on this controversy, see Beard, 1995). It is quite likely that most teachers realised that both approaches, if treated in a radical manner, were leaving aside significant aspects of literacy but that they found it difficult to escape polarization in this debate. The two teaching approaches are derived from different common sense views of reading — and, as it turned out later, they also differed theoretically [but note that the debate existed in the domain of teaching reading before the theoretical models came to the fore; see, for example, Isaacs, 1930].
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Nunes, T. (1999). Introductory Comments. In: Nunes, T. (eds) Learning to Read: An Integrated View from Research and Practice. Neuropsychology and Cognition, vol 17. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-4826-9_1
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