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

Abstract

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.