Two very different styles of teaching reading are often at odds with each other. One is code-based emphasis and the other is meaning-based otherwise known as whole language.
Whole language is a reading method that has a coherent philosophy of language, curriculum, learning and teaching (Goodman, 1989) (Mather, 1992). Inside of a whole language classroom, the environment is arranged in such a way as to encourage students to learn naturally. The thought is that the more meaningful print and literature are, the more they will be able to read. Most teachers who use whole language methods spend a minimal amount of time on phonics or how the English language works with the alphabet. They encourage the student to learn to read with exposure to print.
Code-emphasis reading instruction breaks down the reading process into specific instruction (Mather, 1992). Some people refer to this method as teaching phonics. Phonics encourages students to develop the alphabetic principle (sounds go with letters or letter combinations), as well as direct instruction on English spelling rules.
These two styles of teaching reading have flipped back and forth over time with research supporting both sides.
In Nancy Mather’s article she states that research has shown that whole language experience in kindergarten help students develop the concepts of reading, while phonics based instruction is more effective for teaching reading in first grade (1992).
Whole language instruction causes problems for students with dyslexia. Students with dyslexia have a hard time understanding how sounds and letters go together. They struggle with learning how letters combined together are words that you speak. They also have a difficult time learning that the words you speak go with different combination of letters. To them it becomes a confusing puzzle that becomes more puzzling as they get older and the instruction gets more complicated.
Around third grade instruction switches from learning to read to reading to learn. Without accommodations, students with dyslexia soon fall farther behind and begin to become even more frustrated as teachers, and even other students, expect grade appropriate reading and writing skills to be in place.