Drawing on an asset-based approach to adolescents and their literacy practices, this book is a powerful resource for secondary teachers across all content areas. The authors encourage a "widened lens" approach that considers varied perspectives and research findings when engaging in multiple and often competing initiatives, issues, and…

Whole language learning implies that teachers look at adult learners as whole persons rather than just ESL learners. It asks the teachers to see the learners in their classes as parents, spouses, employees or business owners, neighbors, churchgoers, and members of various communities. In other words, when they approach learners in their classes as…

This article discusses whole language and phonics approaches to teaching L1 reading. It argues to bring these two perspectives together under an integrated approach to better teach second language reading. The article offers an integrated lesson plan with adaptable activities and techniques that show how to apply the integrated approach.

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,…

Holistic approaches to remedial reading can be effective in promoting the reading growth of poor readers. Learning to read is most effective when it occurs in a context of functional and meaningful literacy activity. In order to create such a context students need to be engaged with real texts in a search for meaning. Repeated readings, taped…

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…

This digest discusses some of the ways children develop functional phonics knowledge in the context of authentic reading and writing, as well as some of the ways teachers can foster such development. The digest suggests that children develop phonics knowledge by: having familiar stories or poems read to them repeatedly; discussing letter/sound…

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)