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4120 Chicago Dr. Ste 4., Grandville, MI 49418
Serving the greater West Michigan area including:
Grandville, Grand Rapids, Holland, Hudsonville, Jenison, Grand Haven, Spring Lake
ph: 616-534-1385

Phonics vs. Whole Word Literacy Skills

Research shows us that there is no one best way to build literacy skills. A balanced approach to teaching reading follows three developmental stages:

  1. Phonemic awareness
  2. Whole word recognition
  3. Comprehension

The Davis® program provided at New Chapter Learning, enables a student to progress through the three phases towards our final goal: reading with accuracy, fluency and with complete understanding.

"These findings have important educational implications and are of special relevance for teaching children to read. Consistent with our knowledge of the components of reading, children need to be able to sound out words to decode them accurately, and then, they need to know the meaning of the word, to help decode and comprehend the printed message. Both the sounds and the meanings of words must be taught."

(Dr. Sally Shaywitz, et al., Neural Systems for Compensation and Persistence: Young Adult Outcome of Childhood Reading Disability, Biol. Psychiatry 2003: 54: 25-33)

Stage one: Phonemic Awareness


  1. Letters represent specific sounds.
  2. Ability to perceive the difference in sounds (short "e" in "then" vs. short "i" in "thin").
  3. Ability to accurately perceive the letters and the sequence of letters (b vs. d and from vs. form).

Applied: [Information from - used with permission]

Schools generally spend a lot of time and energy in the early primary grades laying this foundation. For some children, phonics comes easily and they move into whole word recognition smoothly. For others, putting these sounds together is very difficult. There are several things which may impede them from applying what they have been taught:

  1. The student cannot hear the difference between similar-sounding phonemes.
  2. The student understands phonetic principles, but cannot apply them because of inconsistent perceptions of the sequence, direction or sounds of letters/words due to disorientation.
  3. The student understands phonetic principles, but is confused by words that are not spelled exactly the way they sound, and is impeded by over-reliance on phonetic strategies.
  4. The student simply does not think with the sound of words, and cannot gain meaning from what is read until the student learns to relate the letters of the words in print to a mental picture of what the words mean.
  5. New Chapter Learning can help resolve these problems and help smooth the transition towards whole word recognition and ultimately comprehension.

Stage two: Whole Word Recognition

Defined: Relating written words to their meanings.

Applied: The reading program provided at New Chapter Learning helps individuals with the following:

  1. Eye tracking - helps eliminate guessing at words, and makes reading more fluid.
  2. Establishing meaning for all words - helps eliminate substitutions, eliminations and additions of basic words with little or no meaning.
  3. Understanding suffixes and how they apply to meaning.
  4. Increasing vocabulary - helps eliminate guessing at unknown words.

Stage three: Comprehension

Defined: Understanding, remembering and applying the information contained in written text.

Applied: New Chapter Learning teaches students how to interpret what they read by:

  1. Mastering the role of punctuation in understanding.
  2. Translating written words into accurate pictures.
  3. Storing and organizing information in a retrievable manner.

This page was adapted from
Copyright 2009 - Rocky Point Academy
Used with Permission

The Davis® Dyslexia Correction Program - the complete reading solution...

If you have tried phonics programs without success, there is likely a missing component that needs to be addressed. New Chapter Learning provides students with a complete solution to release the blocks that are holding back their reading potential:

  • Tools to control: Focus; Stress and anxiety; Energy levels

  • Reading techniques that prevent guessing and promote full comprehension

  • Techniques to provide whole word recognition and meaning, particularly for abstract/sight words like the, of, if - and other words that do not have a pictoral meaning.

If you would like more information, or would like to set up an initial consultation, please contact:

Sandra McPhall
Licensed Davis® Dyslexia Correction Facilitator
New Chapter Learning
Grandville, MI 49418
ph: 616-534-1385

Professional services described as Davis®, Davis Dyslexia Correction®, Davis Symbol Mastery®, Davis Orientation Counseling®, and Davis Math Mastery® may only be provided by persons who are employed by a licensed Davis Specialist, or who are trained and licensed as Davis Facilitators by Davis Dyslexia Association International.

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