This paper describes the process of training teachers of students with hearing impairments to use whole-language teaching methods. The paper discusses success with whole language, resistance to whole-language methods, effects on students, effects on teaching, and advice to other trainers. (JDD)

There seems to be a pendulum in the field of education that sways from one extreme to another when a teaching method is introduced. The whole language concept caught on, and phonics instruction was then considered defunct. The pendulum now in the process of swinging back is being intercepted, before it goes to the extreme of "all…

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…

Much is written and spoken about in terms of whole language versus phonics in early reading instruction in the public schools, but the issue between whole language versus phonics probably pertains to what is needed by individual pupils. There are advantages as well as disadvantages for whole language approaches in reading instruction. Needs differ…

This book presents a debate between "reasonable" educators who either claim that there is evidence for the effectiveness of whole language, or who challenge the claim that whole language works across the broad spectrum of learners. The book presents the debate in the form of formal debate resolutions, opening "statements,"…

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.…

This paper defines the whole language approach and identifies its strengths and weaknesses. An integrated instructional approach is recommended, balancing meaning and exposure to literature with skills instruction and practice. (Author/JDD)

Replies to Carole Edelsky's response to the authors' article on the schism between proponents of whole language and traditional language arts instruction. Defends the questions posed by the authors' research agenda, and suggests that diverse research methodologies can be employed in tandem to address them. Calls for collaboration among…

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…

Advocates adapting the structural and pedagogical principles of whole language learning to social studies instruction. Specifically recommends focusing on the meaning of citizenship instead of its component parts, allowing students to make choices, and connecting citizenship education to developmental growth. Briefly discusses approaches to avoid.…

Based on the premise that viewing the curriculum holistically enriches the instructional practices of teachers and adds depth and meaning to children's school experiences, this guide is intended to: (1) encourage teachers who have doubts about using literature in their content area classes; (2) support those presently using literature to teach;…

This book is an exploration of the crossroads of reader-response and second language acquisition theories and research as a foundation for practice. It provides a model for teaching with literature that supports language and literacy development for students learning English as a first or second language. The book is organized in three parts. Part…

Intended for reading professionals, this yearbook contains 13 articles dealing with reading and allied fields divided into 2 sections: "Issues" and "Practices." The following articles focus on issues: "Wish Fulfillment and Other Dangers in Reading" (Joan Develin Coley); "Emergent Reading Research: Synthesis and…

This book shows elementary school teachers how to help students become confident readers and writers who can use skills they acquire throughout their lives, from a constructivist orientation. It is intended as a main text for an introductory course on elementary-school reading instruction, typically taken by undergraduates in their second or third…