The Reading Wars Revisited: A Linguistic and Psycholinguistic Analysis of Instructional Debates in Global Literacy Education

The paper reconsiders the “Reading War” in detail, analysing the evolution of literacy instruction through a psycholinguistic and linguistic lens. It examines the historical development of whole-language and phonics approaches, explores their effectiveness for diverse learners, and evaluates their effectiveness. The paper argues that the context-sensitive, linguistically informed, and equity-driven model of reading instructions effectively links clear phonics instructions with critical thinking and strategies that promote comprehension. This paper also discusses sociolinguistic and equity dimensions by providing details regarding language variations, the role of literacy, and how equity arguments are effective for students during studies, with some case studies. Some recommendations include continued research, policy reforms, and teacher training aligned with evidence-based practices to ensure equitable literacy for all students.