Goodman's work in miscue analysis and reading process had a tremendous impact on reading instruction, especially with early readers. Goodman also developed a reading model that became known as the whole-language approach. This approach became popular in the 1980s and has continued through the 1990s. Children focus on the wholeness of words, sentences, paragraphs, and entire books to derive meaning through context. Word-recognition skills are taught in the context of reading and writing.
Comprehension takes precedence over skills such as spelling.
In fact, invented spellings are encouraged when younger children are learning to write their own stories. Whole language also offers a supportive and tolerant atmosphere in which children learn to read. A common but mistaken view is that whole language and skills-based instruction are dichotomous. Some teachers erroneously interpreted this idea to mean no phonics. Instead of being taught in isolation, skills such as grammar and spelling are embedded in whole-language reading and writing activities and are based on the words that children encounter.