This paper discusses major principles characterizing the whole language philosophy of teaching and learning; assumptions of the mechanistic and relational paradigms; whole language practices such as the Shared Book Experience and Reading Recovery for helping students with reading difficulties; and the potential of whole language for developing…

This paper describes development of the whole language movement and the writing-process movement. It outlines 10 principles shared by both movements, such as the role of prediction, function before form, and integrated use of cuing systems. Implications for language specialists working with language-disordered students are addressed. (JDD)

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.…

This article explores the assumptions of traditional remedial and learning disabilities education and summarizes empirical evidence challenging this approach; examines the assumptions underlying whole language and the teacher's role in a whole language context; presents data on the efficacy of whole language instructional programs; and discusses…

This article discusses reading and writing as (1) cognitive processes influenced by social and cultural contexts; (2) sociocognitive processes; (3) a social relationship between authors and readers; and (4) social and cultural activities. Pedagogy and politics in the whole language classroom are also discussed. (JDD)