Basically, most aspects of the three models are similar. The differences are in degree and in how teachers carry them out in the classroom. Whole language people believe a reader makes minimal use of graphics, using the visual array on the page only enough to get meaning. In a phonics or skills model, the print is of major importance and meaning is pretty much assumed. The skills teacher would have the students answer questions about the characters and perhaps have a class discussion after reading the story.
Experienced teachers are way beyond the stupid argument of whole language vs. other models.
While the beginning teacher may need to resort to orthodox, time-honored, and safe teaching techniques, the experienced teacher feels free to pick and choose from a varied menu of teaching strategies, according to student needs. Experienced teachers, both elementary and secondary, regular and special education, use so many whole language-oriented activities that the argument is a moot one. One need only look at the basic components of a whole language model and see that whole language not only can be but is indeed translated from theory into substance in many of today's classrooms. Reading is an interactive process which requires the reader to use his or her prior knowledge to make sense of the author's words. Reading involves an array of reader strategies, such as predicting meaning and using metacognitive skills, and these strategies should be taught beginning when a child enters school and continuing throughout school life.