The whole language approach, which focuses on teaching reading and writing skills through immersion, context, and authentic materials, has faced criticism for several key problems. One major issue is the lack of systematic phonics instruction, which can hinder students' ability to decode and recognize unfamiliar words. Additionally, the emphasis on meaning and comprehension over explicit grammar instruction can lead to gaps in students' understanding of grammar rules and conventions. Another challenge is the potential for students to develop poor spelling and handwriting habits due to limited focus on these skills in whole language instruction. Critics argue that a balanced approach incorporating both whole language and phonics instruction is necessary to effectively teach reading and writing skills (Adams, 1990). Ultimately, the whole language approach must address these shortcomings in order to provide students with a well-rounded literacy education (Snow, 1998).
