The debate between the whole language approach and the word-centered skills approach to beginning reading instruction is likely to continue into the next decade, so it seems crucial that educators at all levels understand thoroughly the views held by the participants. Advocates of the whole language approach believe effective readers see meaning as they read and that reading skills are learned by reading. Whole language proponents use more global observation assessments and are concerned with giving background to readers. Advocates of the word-centered skills approach want to provide readers with the skills necessary to decode meaning from individual words. Thus they focus on developing sight vocabulary and phonics, break language into smaller units to aid readers in developing skills, assess progress by demonstrating proficiency for each skill, and control the readers' exposure to new vocabulary. (RS)