Describes the following research-based whole language instructional strategies: predictions as a prereading activity; "webbing" words or ideas around a specific topic; shared writing; journal writing; vocabulary development; clustering synonyms as a way of approaching new vocabulary; context clues; analogies; definition maps; and reading…

Reviews the challenges that college-level English-as-a-Second-Language (ESL) programs present to instructors and students. Offers suggestions for authentic language experiences in classroom settings. Analyzes the literature on language and literacy, whole language, and learning styles. Offers examples of thematic units tailored to elicit authentic…

This book examines the studies of leading researchers who have testified in various hearings and promoted policy and legislation on behalf of skills-emphasis learning, especially those financed by the National Institute of Child Health and Human Development (NICHD). The book not only identifies each claim, it also analyzes the research that backs…

This paper reviews the history of whole-language versus code-emphasis approaches to reading instruction. The paper concludes that students with severe learning disabilities may learn to read in a whole-language, mainstream classroom, if provided with supplemental instruction, a variety of instructional techniques, and appropriate intensity and…

This article for speech language pathologists discusses theories of language learning and use that are consistent with whole language, including lexical contrast, connectionism, schemata, event representations, and parsing. Direct application is made to intervention, and examples of interactions between speech language pathologists and children…

This review of research on reading instruction uses an interactive model to identify learner characteristics, learning conditions, and language processes that are best treated through a meaning-oriented or a code-emphasis instructional program. Resulting instructional guidelines are offered. (Author/DB)

Various lines of research demonstrate that children do not need intensive phonics instruction to develop the functional command of letter/sound patterns that they need as readers. The fact that children normally learn highly complex processes and systems by merely interacting with the external world is perhaps the most important reason why…

This article examines the relevance of whole-language instruction with deaf children and concludes that, although this approach has many values, deaf children often need a more direct approach to acquire English literacy. Educators of the deaf are urged to be wary of adopting general education methods without careful evaluation with deaf students.…

Making a case for the value of literature-based instruction, this book presents an overview of the extensive knowledge base supporting literature-based approaches to literacy instruction. It notes that literature-based instruction goes beyond simply changing the kinds of texts children read--also required in literature-based instruction are an…

This article discusses the concept of world knowledge and its relevance to intervention processes. Roles of linguistic and physical context in interpretation and levels of speaker experience are discussed. Levels of involvement are related to communication goals, and these principles are extended to applications in the teaching of language skills.…

A review of the literature focuses on the use of the whole language approach to second language teaching in reading instruction for students of English as a Second Language (ESL). First, research on the whole language approach is explored, particularly as it has been used to teach reading. The approach itself is explained, and growth in its use is…

This is a book about effective elementary literacy instruction, intended for the many constituencies who have a need to know about what works to develop readers in elementary school. It suggests that since the initial publication of this book, the research support for balanced literacy instruction has continued to grow. This revised and updated…

Presenting the viewpoint that teaching reading is not an "either/or" situation of phonics versus whole language, this book offers a comprehensive compilation of research and best practice on the specifics of skill development and how skills should be organized, taught, and integrated into the language arts program. The book helps…

This monograph reviews several approaches for describing learning styles and the instructional implications of an emphasis on learning styles for teachers. Several reasons for the importance of understanding individual learning styles are provided; such understanding leads to: (1) reduction of teacher and student frustration; (2) higher student…

The characteristics of migrant students that place them at risk educationally are described and reasons for low special education delivery rates are examined. Guidelines for educational intervention are offered, with the goal of increasing migrant children's economic options and opportunities. Three methodologies are recommended: learning…