A Critique of Bloomfield's Linguistic Approach to the Teaching of Reading

Author(s): Barbara Bateman and Janis Wetherell

Source: The Reading Teacher, Vol. 18, No. 2 (Nov., 1964), pp. 98-104
Published by: International Reading Association
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A Critique of Bloomfield's Linguistic Approach to
the Teaching of Reading

by Barbara Bateman and Janis Wetherell

/""\ver a quarter of a century ago be spoken and one "reads" by mak

^^^ a
Leonard Bloomfield designed ing the appropriate sounds for each
linguistic approach to teaching read patternof letters. Since English writ
ing. His system was meant to im ing not
is perfectly alphabetic,
prove upon what he felt to be unsci Bloomfield divides words into what
entific and ineffective methods used he calls "regular55 and
"irregular,55
in the schools. In 1937 he and Clar according to whethereach letter
ence Barnhart, one of the leading takes its regular value. Bloomfield in
lexicographers of the English lan sists that the beginning reading vo
guage, formed a partnership, and cabulary strictly follow the alpha
until 1949, when Bloomfield died, betic principle (include only regular
their system for trial and no deviations
they offered words), allowing (ir
experimentation to several school regular words) until the child has
systems and universities and sub overlearned the regular words.
mitted it to various Schoolbook pub As the first step in learning to read
lishers. They were consistently disap by the Bloomfield system the child
pointed; the system could get no must learn the alphabet (be able to
in educational circles at that name the letters) and master the left
hearing
time. In 1942 Bloomfield propound to-right order
thoroughly. The fol
ed his ideas in a journal article lowing procedure is then begun :
(2)
and pointed out the need for experi
The parent or teacher to the word
mentation. His book, Lefs Read: A can
points

in small printed letters in Lesson 1 on p.

Linguistic Approach (3), consisting
60 in this book or shows the
of the instructional materials for the (Let's Read),
word either on the blackboard or on a card.
Bloomfield System of teaching read The child knows the names of the letters,
and he is now asked to read off those names
ing preceded by five introductory es in their order. The or teacher
parent says,
says, has recently been published.
"Now we have spelled the word. Now we
are to read it. This word is can.
The purpose of this article is to ex going
Read it: can."
amine the Bloomfield from The or teacher now shows another
System parent
word with the same vowel and final conso
an educational viewpoint. but with a different initial
nant, consonant,
Bloomfield's to for instance fan, and goes through the same
linguistic approach
is based on the facts procedure.
teaching reading The aim is now to make the child dis
that English writing is alphabetic and tinguish between the two words ? that is,
to get him to read each of the words cor
that reading is merely the act of re it is shown by itself, and, when
rectly when
to the printed let the two words are shown to say
sponding vocally together,
the one when the parent or the
right
ter. In other words, the letters of the teacher to it, and to point to the
points
alphabet represent speech sounds to right one when it is pronounced.

98

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NOVEMBER 1964 99

After the child has learned these generalizations about letters and their
two words, other words in that group, sounds to apply to new words: the
such as man, pan, ran, are intro
generalizations are built into each
duced one by one. The subsequent lesson and will become automatic
lessons introduce the vowels a, i, u, when the lessons are
thoroughly
e, and o (in that order) used in learned. As Creswell and McDavid
three-letter words. Each lesson uses (4) explain, the aim is not to pro
a vowel followed by a different con duce a reasoned generalization about
sonant; the initial consonant varies the sounds represented by certain
within each lesson. All lessons include symbols but a habitual response to
words from previous lessons, thus symbols and groups of symbols. Thus
making it possible for the sentences the Bloomfield System is one of auto
included in the lessons to become matic rather than reasoned associa
more complex. Tests provided for tion between letters and sounds. Rea
each lesson included nonsense
sylla soned association forms the basis of
bles, such as gan, han, gat, and lat, the phonics method, from which
to determine if the child has learned Bloomfield so emphatically differen
the pattern. The first thirty-six les tiated his system. He states that the
sons follow this general pattern and phonics method confuses writing with
provide the foundation. speech and that it unnecessarily iso
Following the first thirty-six les lates speech sounds.
sons are two groups of lessons which Initially is little emphasis on
there
deal with regular consonant and meaning and, in fact, Bloomfield
vowel By the end of
combinations. feels that concern with meaning is
Lesson 97 the child has been exposed actually harmful to the child. Learn
to only three irregularly spelled ing to respond correctly to the print
words, a, on, and the. Thereafter ir ed letter requires much effort, and
regular words are introduced, group there is, therefore, said to be little
ed according to their deviations. The energy left for the child to "listen to
child is led through 245 lessons, what he is reading.55 Meaningless
which may be used during the first material is supposedly not boring to
three grades of school. the beginning reader because he is
As can be seen from the preceding "gaining in power.55 As he grows in
description, in the early stages there the System and learns to "read55 more
is an indirect concentration on letters smoothly he almost automatically
and sounds to bring about as rapidly converts sounds to meaningful words.
as possible an automatic association According to Bloomfield, only the
between them. According to Bloom first process (converting letters to
field, the connection of letters with sounds) can be considered reading,
sounds will be established by similari and those who think otherwise are
ties and contrasts that appear in the confusing the mechanics of learning
words in each
lesson. He insists that to read with its goal (comprehen
the child does not need to formulate sion).

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 100_THE READING TEACHER

The Bloomfield System was first uon School in Pennsylvania adopted

used by the
originator himself in the Bloomfield System and followed
teaching his own son to read. Later, it strictly the first year, whereas the
other parents reportedly taught their following two a
years they used modi
children to read by this method. But fication of the System (9). In con
these cases cannot be considered con trast to Bloomfield, they found it nec
clusive evidence for successful appli essary to postpone the introduction
cation of the System. of the irregularly spelled words until
Following Bloomfield's publication the regular words had been learned,
in 1942, he made a plea for
in which although they were careful to main
experimentation, a parochial school tain the distinction between the two
in Chicago to use the types of words. In addition,
attempted they did
Bloomfield System to teach beginning not use nonsense syllables in any
reading. They found, however, that phase of the teaching process. Their
there were no materials designed for principal aim was not to compare
group teaching and no lesson plans to different methods, but to write ma
guide the teacher in using the linguis terials which are suitable for chil
tic approach. The teacher thus pre dren and consistent with the linguis
pared her own materials and lesson tic theory. A linguistic approach to
plans. The results were reportedly remedial reading was attempted with
to subjective and thirteen
satisfying according junior high students taught
objective appraisal (3), although no by the Bloomfield method, using ma
control group was used. terials prepared by Wilson and Lind
Later a controlled experiment was say (14). The exact teaching method
done to compare the effectiveness of used was not reported, but the in
the Bloomfield System with that of a found it necessary to de
vestigators
sound-symbol method used in teach part from strict adherence to the
ing reading. The Phonics We Use Bloomfield System. For example,
series used in the control group was "much work on auditory discrimina
scientifically planned, and the two tion accompanied the teaching of the
methods were described as differing word lists.55 Auditory discrimination,
only in the content and
sequence in however, is not a standard facet of
which the letters of the alphabet were the Bloomfield System.
introduced. The methodology em Other linguistic to
approaches
ployed was not described. No differ teaching reading, most of which are
ence in effectiveness was found be based on the Bloomfield System, have
tween the two methods (3). originated in the past two decades.
No long range studies have been Dawkins (6) suggests that, although
reported in the literature, but there the linguistic approach is very quiet
have been some recent attempts to ly gathering followers, the materials
design materials and teach reading and methods being prepared will di
according to the linguistic approach. verge, in varying degrees, from the
Beginning three years ago the Miq rigid sequence found in the Bloom

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NOVEMBER 1964 101

field System. For example, another the science of linguistics and the read
linguist (13) adopted a linguistic ing process and shows how a knowl
approach, but his method differs edge of both can be combined in
from Bloomfield's in that: (1) he planning a reading program. His
insists upon the simultaneous inclu approach aims at developing "the
sion of writing as a necessary com automatic habits of responding to
ponent in the
development of the the contrastive features of spelling
reading concept; and (2) he recog patterns as identifying the word
nizes the importance of developing patterns they represent.55 This sounds
abilities for detecting and reacting to very much like Bloomfield, but the
secondary clues, such as meaning, "spelling-pattern55 approach is ex
structure, and form clues. plained as "a bare list of words and
Aseries of beginning readers, The structures put into a teachable se
Royal Road Readers, using a basic quence of contrasts and structures.55

ally linguistic approach, seems to The handling of these materials is the

have originated independently and function of teachers5 guides to be
does not show the strict adherence to published soon. His present book
the alphabetic principle found in the gives the impression that the material
Bloomfield System. Daniels and will not be handled as rigidly as in
Diack (5), the originators of the se the Bloomfield System.
ries, call their method "the
phonic Discussion
word method" since "letter mean
ings" are taught "functionally" in Before the Bloomfield System is
words, and speech sounds are not adopted as a total approach to teach
isolated. The method was originally ing beginning developmental read
designed for "backward" readers and ing, its relative effectiveness should
in England still finds its strongest ad be determined. Will the linguistic
vocates among teachers of "back approach more efficiently teach more
ward" readers. children to read than other methods?
Henry Smith (12), himself a lin Due to the scarcity of controlled ex
guist, regrets that Bloomfield's book perimentation, it is currently possible
has been published in its present to evaluate the System only at the
form. Among other criticisms, he theoretical level. In this section sev
objects to Bloomfield's assumption eral specific problems in the Bloom
that "a large number of words can field System will be discussed.
be presented at once
just because The linguistic principle?that the
they have a similarand patterned printed letter represents a speech
regularity in the relation of phonemes sound to be spoken?is one that may
to letters." Smith
emphasizes the well be applied in any reading pro
need for linguists and educators to gram, but the methods of application
work together in planning a reading should be considered. Bloomfield in
program. tends that by contrasts and similari
Charles Fries (8) describes both ties in the words in each lesson the

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 READING TEACHER
102_THE

association between letters and methods are most effective at each

sounds will be automatic. He de stage. According to Kirk (11) the

pends upon time and repetition for child initially reacts to the words as
the formation of this conditioned wholes; later he learns to notice de
association, and finds fault with the tails in
the words; and finally he
phonics method which uses a more again reacts to whole words, but in a
direct approach and aims at a "rea different manner. Thus it is a proc
soned association" between letters ess of mass reaction by dif
followed
and sounds. He would have disa ferentiation and
resulting in integra
greed with Durkin (7), who says, tion. The phonics method is charac
"Generalizations ( regarding letter teristic of the second stage, the act of
sound relationships) ought to evolve noticing and responding to the de
from directed learning, not incidental tails (letters) in words. The begin
induction." ning reader,
reacting to the whole
Bloomfield asserts that the phonics word, probably learns by the "sight55
method proceeds "as though the method. The final stage, integration,
child were being taught to pro depends upon practice and guidance
nounce." According to him, a child in detecting secondary clues and get
who does not speak clearly is not ting the main ideas.
ready to learn to read (convert print How does the Bloomfield System
ed letters to sounds) and "the only fit into the scheme described above?
sensible course is to postpone read Inspection of the total linguistic ap
ing until he has learned to speak." proach leads to the following explan
Similarly, he asserts that the child ation. The child is able to react to
who speaks clearly has no need of the the whole word (as in the first stage
drill given by the phonics method. above ) only on the first word of each
His second objection is that phon lesson. Thereafter he must be aware
ics unnecessarily isolates speech (consciously or unconsciously) of the
sounds. Bloomfield maintains that be details?the slight differences be
cause it is not "natural" to utter iso tween the words (Lesson 1?can,
lated speech sounds it is absurd to do Dan, fan, man, Nan, etc. ). But this
so. However, the "natural" way is process is not made clear to the child,
not necessarily the best way. In any and the primary emphasis is on quick
case, the child is not being taught to reaction to the whole word, as in the
pronounce; the sounds have been in third stage. Thus it appears that the
his repertoire, in combination with Bloomfield System is a whole-word
other sounds, for several years. Isolat phonics method. In other words, it
ing the speech sounds is only the be might be called a collapsed reading
ginning in perfecting a skill which is program in which the child is re
part of the process of learning to read. quired to master all three stages si
At this point it seems wise to con multaneously via protracted drill.
sider the process of how the child Theoretically, this method would
actually learns to read and what not serve very efficiently as a total

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NOVEMBER 1964 103

to teaching reading. Per should be used if the child fails to

approach
a word
haps that is why Bloomfield (3) "get the idea55 or "forgets55
said: when he is "reading55 from the list.
When we present a of words like The most logical approach, in keep
pair
can and fan, a child may have no notion the Bloomfield
that these wprds are similar in sound, or ing with System,
that the similar indicates a similar would be to present similar and con
spelling
sound. It would be a waste of time to try, until the child re
as do the advocates of "phonic" methods,
trasting words
to explain this to him. All we do is to sponds correctly. Thisprocedure is
present words together; the resemblance of not suggested and could clearly be a
sound and spelling will do its work without
any explanation from us. Only, we must long and tedious one.
remember that this takes a great deal of Thus it appears that perhaps a
time and repetition (p. 42).
major fault of the Bloomfield System
In addition, there are other possi lies in the methodology and applica
ble objections. For example, the in tion rather than in the content. Betts
sistence upon strict adherence to the (1) recognized that some linguists,
alphabetic principle by introducing being neither teachers nor reading
only regularly spelled words in the specialists, tend to overemphasize the
beginning vocabulary may possibly application of linguistic principles to
lead to oversimplification and cer teaching reading. The primary objec
tainly precludes the early introduc tion seems to be that some linguists
tion of much interesting reading ma fail to consider how the principles
terial. Other investigators (9, 10) can be applied to the normal child
have found that children are able to in a regular classroom situation.
learn the common, irregularly spelled While their specific methodological
words by the sight method. proposals may be neither pedagogi
Tests after each lesson include non cally nor psychologically acceptable,
sense words to determine if the child the principles of linguistics undoubt
has learned the pattern in that lesson. edly can contribute much to more
However, it is difficult to understand effective teaching of reading.
how the child is to respond vocally to
the test words Summary
gan, han, jan, kan,
Ian, san, yan, and zan when he has Leonard Bloomfield designed a lin
never encountered the initial conso guistic approach to teaching reading
nants except in learning their names, based on the facts that English writ
which cannot help him in the task of ing is alphabetic and that reading is
"reading" the words. the process of responding vocally to
The Bloomfield System appears to symbols and patterns of symbols. He
suffer from a lack of specific teach classified wordsaccording to whether
ing methods. Instructions are given they followedthe alphabetic princi
for the introduction of new words ple or not and then insisted that only
and for the testing procedure, but the regular words be included in the
nothing is included to give the teach vocabulary in beginning reading. In
er a clue about what order that the System could be made
technique

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 READING TEACHER
104_THE

available to reading teachers the book Wetherell is a James Scholar, major

Lefs Read: A Linguistic Approach ing in at the University
psychology,
was published in 1961. Investigation of Illinois. )
of the literature reveals that interest
in the linguistic approach to teach References
ing reading is high, but that most
1 Betts, E. A.
have used modifications "Reading: Linguistics,"
applications Education, 83 (1963), 515-526.
of the Bloomfield System. 2. Bloomfield, L. "Linguistics and Read

Some of the objections raised to ing," Elementary English, 19 (1942) ,

125-130a, 183-186b.
the Bloomfield System include: (1) 3. Bloomfield, L., and Barnhart, C. L.
Let's Read: A Linguistic
its dependence on an "automatic" Detroit: State
Approach.
Wayne University Press,
rather than reasoned association be 1961.
4. Creswell, T. J., and McDavid,
tween letters and sounds; failure Virginia.
(2) "Linguistics and the Teaching of Read
to take into account the normal de ing," Elementary English, 40 (1963),
93-96.
velopmental sequence of mass action, 5. Daniels, and H. "The
J. C, Diack,
and integration which Phonic Word Method," Teach
individualism, Reading
er, 13 (1959), 14-21.
forms the basis for planning the stages 6. Dawkins,
? An
J. "Reading Theory
of reading instruction; (3) the ex Important Distinction, Elementary Eng
lish, 38 (1961), 389-392.
clusive use of the name, rather than 7. Durkin, Dolores. Phonics and the
the sound of the letters; (4) too Teaching of Reading. New York:
Teachers College, Columbia University,
rigid exclusion of all irregularly 1962.
8. Fries, C. Linguistics
early instruc
words C. and Reading,
spelled during 201. New York:
esp. pp. 200, Holt,
tion; (5) inadequate attention to in Rinehart and Winston, 1963.
structional should the child 9. Goldberg, Lynn, and Rasmussen, D.
problems and Reading: The Use of
"Linguistics
have difficulty. in the Beginning
Linguistics Reading
It seems then that the approach Program of the Miquon School, Ele
mentary English, 40 (1963) , 242-247.
perhaps cannot be used in its entirety, 10. Hegge, T. G., Kirk, S., and Kirk, Wini
but that the classification of the fred. Remedial Reading Drills. Ann
Arbor: George Wahr Publishing Co.,
words can be accepted as a linguistic 1940.
contribution and included at the 11. Kirk, S., and Kirk, Winifred. "How
Johnny Learns to Read," Exceptional
proper stage in the reading process. Child, 22 (1956), 158-160.
The application and planning of the 12. Smith, H. L. "A Review of Let's Read:
A Linguistic Language, 39
are Approach,"
methodology the tasks of the 67-78.
(1963),
Children Fail to
educator. 13. Soffietti, J. P. "Why
Read," Harvard Educational Review, 25
(Barbara Bateman, Ph.D., is a re 63-84.
(1955),
search assistant professor at the In 14. Wilson, R. G., and Lindsay, H. G.
Linguistics to Remedial
on Exceptional "Applying
stitute for Research Reading," Reading Teacher, 16 (1963),

of Illinois. Janis 452-455.

Children, University

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