Describes the Reader's Workshop and the Focused Study Reading Workshop. Offers them as a way to accommodate the characteristics of individuals, to respect the knowledge of readers who are at earlier stages of reading development, to establish a system which teaches problem solving, and to provide for active child involvement and ownership in the…

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…

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…

Explains how an experienced teacher is trying to incorporate Houghton Mifflin's new reading series, "Invitations to Literacy", into her elementary school classes. Discusses reasons for a standardized reading program, including high student mobility, younger less-experienced teachers, and a lack of accountability; and considers whole…

Describes a cross-age reading program used to refine and extend the whole language and process writing goals that are part of the school curriculum plan. Discusses the observation of students and evaluation strategies. (MG)

Outlines a descriptive (not prescriptive) approach for the creation of a literature-based reading curriculum. Describes the 4 steps (behaving with basals, redefining reading, revving up for reading, and letting literature loose) that took the author 14 years of teaching to complete. Argues that literature-based reading programs are fun, enjoyable,…

Describes whole language reading workshops used in eighth grade classrooms. Notes that workshops consist of three components: time to read, ownership through self-selection, and opportunities to respond to the reading through dialogue journals. (MG)

Intended for special education and reading teachers, this practical resource provides a ready-to-use reading intervention program combining whole language experiences and phonics skills activities that enables students to read for meaning and recognize and recall words on their own. The book includes 34 structured, sequential reading units that…

This book is the second in a series of thematic units designed especially for children who are deaf and hard of hearing in kindergarten through the elementary grades. The unit focuses on sea creatures and is divided into seven sections. Five sections contain lessons on particular sea animals including whales, turtles, starfish, octopuses, and…

Suggesting the need for a balance between literature and intentional skills instruction, this book provides grade 3-6 teachers and administrators with a theoretical base for creating a balanced reading program and gives educators a chance to step into actual classrooms where teachers have successfully implemented effective programs. Each chapter…

This book describes a whole language program that has as its ultimate goal the creation of students who read competently, critically, and joyfully, far beyond the classroom door. The book urges teachers to move beyond the skills-based approach and to embrace a philosophy that begins with the heart--rather than the head--of the learner. The book…

Helping teachers to discover approaches and techniques that fit their teaching style and their teaching situation, this book presents as fairly, completely, and clearly as possible the major approaches and techniques of reading instruction that research and practice have indicated to be successful. Based on the idea that the best reading programs…

A study was conducted to address the problem of all students not learning to read in the same manner when the instruction was limited to only one approach, that of the basal reader with its phonics emphasis. The Reading Style Inventory, the Swassing-Barbe Modality Index, and the Bradway Quick Check were administered to the students attending the…

Suggesting the need for a balance between literature and intentional skills instruction, this book provides K-2 teachers and administrators with a theoretical base for creating a balanced reading program and gives educators a chance to step into actual classrooms where teachers have successfully implemented effective programs. Each chapter in the…

This book presents practical, theoretically sound guidance about using literature to develop literacy. The prologue to the book describes some aspects of whole language programs at work, relates research findings that underlie the whole language philosophy, and presents scenes of teachers actively using literature in their classrooms. The book is…