This article introduces a special section on the whole-language approach. The five articles discuss whole language's roots, whole language in the classroom, two schools that have embraced whole language, and whole-language resources. (SM)

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…

Teaching grammar to deaf and hard-of-hearing students within a whole-language perspective involves recognition of students' developmental needs and the needs of the task. Strategies for teaching grammar include comparing student work with standard writing; identifying and classifying nouns and verbs; clarifying the roles of modifiers; and building…

Describes a whole language approach to teaching reading comprehension using novels, essays, and short stories. Considers the shortcomings of lab classes and reading textbooks; curriculum goals and criteria; the use of ability groupings, testing, and placement; textbook selection; and teaching strategies emphasizing verbal interaction, writing,…

One way to give students the most comprehensive reading instruction is to combine techniques from three approaches to reading: literature based reading instruction, the whole language strategy, and the use of basal readers. Lesson plans and student activities which demonstrate this combined approach are presented. (IAH)

This article describes a teacher-created instructional phonics program that shares philosophical underpinnings of the whole-language movement which is not always adequate in helping at-risk beginning readers. In this program, phonics is taught directly in a way that is natural, authentic, interesting, meaningful, and fun for children. (JDD)

Describes a project in which elementary school students create a computer-generated time line of milestones in their lives, noting such an activity can give them a good start on writing autobiographies. (SM)

In the Children's School, a pilot project in New York City's south Bronx neighborhood, a unique program for kindergarten to third grade students features whole-language approach. This philosophy puts children first and provides an environment that gives children varied choices for learning. (MLF)

Presents an annotated list of associations, organizations, book publishing companies, children's bookstores, magazines, catalogs, and hot lines that can provide elementary and secondary teachers with more information on the whole-language approach to teaching and learning. (SM)

Presents writing warm-up activities to help elementary students develop and polish their language skills. The warm-up activities focus on detail, descriptive dialog, memory writing, titles, punctuation, and vocabulary enhancement. The activities provide choices, present important ideas, and foster collaboration, responsibility, and trial and error…

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 article identifies the student at risk in reading, defines whole language philosophy, and gives examples of whole language instructional strategies that address the needs of the at-risk reader. These strategies include teacher modeling of reading and writing, student choice of reading materials, providing time to read, and developing thematic…

A whole-language instructional approach is presented for use with students with learning disabilities. Teacher behaviors are outlined, including demonstrating, expecting success, and responding to students. Learner behaviors are also discussed, such as using language in natural situations, making approximations in their learning, taking…

The article describes how to teach skills strategically in whole-language classrooms. It discusses differences between skills and strategies and notes how to move from skill to strategy. A section on teaching phonics examines phonics charts and personal phonics booklets; suggests an order for teaching phonics. (SM)

Explains how elementary teachers can help students understand onomatopoeia, suggesting that they define onomatopoeia, share examples of it, read poems and have students discuss onomatopoeic words, act out common household sounds, write about sound effects, and create choral readings of onomatopoeic poems. Two appropriate poems are included. (SM)