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A pleasurable path to literacy: Can Steiner contribute to the literacy debate?

University of Plymouth, UK, j.burnett{at}plymouth.ac.uk

Although the recent publication of the Rose Report appears to draw a line in the sand that privileges synthetic phonics over other methods in the UK, history indicates a pendulum swing of preference between whole-word and phonics since the advent of mass education. Suggesting that the current `victory' for exponents of synthetic phonics is merely a temporary cessation of hostilities in long-standing `Reading Wars', this article introduces the idea that Steiner Waldorf teaching has, for generations, offered an approach to literacy that has consistently encompassed both phonics and `whole-word' teaching, combining this with a traditional `spelling' method. It outlines an approach in which emergent writing derived from speaking and listening provides an essentially meaningful initial activity for young children, offering them a pleasurable and easy pathway to reading and literacy. The article looks at innovative interpretations of Steiner's original indications regarding the teaching of writing and reading and recommends systematic research into existing practice in Steiner Schools.

Key Words: emergent writing • Reading Wars • Steiner Waldorf Education • synthetic phonics • `whole-word'

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Journal of Early Childhood Literacy, Vol. 7, No. 3, 321-331 (2007)
DOI: 10.1177/1468798407083663


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This Article Abstract Free Full Text (Free PDF) Free Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Burnett, J. Search for Related Content Social Bookmarking                         What's this?