Considers theory, research, and techniques associated with whole-language and skill-based approaches to reading (including issues related to teaching phonics and reading comprehension) to see how remedial children can best be served. Examines ways group activities and cooperative learning can support remedial children. (SR)

Suggests the integration of the methods relating to theories that underlie emergent literacy (such as whole language, literature-based instruction, process-conference writing, cooperative learning, and composition-based instruction) with established spelling practices (such as the direct study of a basic core vocabulary, application of proven…

Maintains that whole language is not a prescriptive approach but a philosophy oriented toward student needs, inquiry, interaction, and, generally, "transaction" over "transmission." Discusses how a teacher becomes a whole language teacher, some of the difficulties of incorporating whole language into traditional curriculums, and the prospects for…

Describes the whole language "way of being" from the perspective of a department chair teaching remedial 9th-grade and honors 12th-grade students. Considers how whole language fits into standardized testing programs, what students take away from whole language, what its general characteristics are, and how it fits with student learning patterns…

Defines whole language as a spirit that provides shape or climate for a classroom by emphasizing the use of literature and activities that are experience or contextually based. Explains that whole language approaches strive for authentic or real situations in which learning comes naturally. Maintains that whole language is not just a trend. (TB)

Describes one educator's whole-language approach to elementary school reading. Her class activities focus on books and friends during February to help celebrate Valentine's day. Two student pages offer friendship-oriented student activities. (SM)

Reviews the growth of literature study as an open-ended enterprise for student growth and discussion. Critiques new directions in literature study among children. Explains basic ideas behind the authors' recommendation for literature study. (TB)

In whole concept mathematics, students actually use math and understand the practicality of what they are studying. This learner-centered approach treats students with respect, uses real-life situations, encompasses a variety of learning styles, and involves cooperative learning techniques. (SK)

Describes a classroom in which the teacher has developed a sense of community through her emphasis on whole-language instruction. Describes the organizational patterns of both the teacher's and the children's activities in this exemplary whole-language classroom. Documents instances of collaboration and student choice. (SR)

This activity book includes across-the-curriculum activities with Olympic themes; a "cooperation relay" (four competitive team activities based on a cooperative learning model); highlights of African Americans' Olympic achievements; a poster on teamwork and activities based on the theme of keeping the Olympic torch alive; and a…

Describes a kindergarten classroom project that promoted student choice and decision making by providing time for the students to pursue their own interests. This student-directed project that included cooperative learning, parent involvement, and upper-grade students as assistants gave kindergartners the opportunity for independent and…

Describes the experiences of first grade teachers who use the whole-language approach to teaching and learning. Learning involves students participating in activities they find meaningful and sharing knowledge with their peers. Students must exercise initiative in learning, and they are responsible for making choices. (SM)

Presents key questions reflecting research in first/second language acquisition and whole language principles: is curriculum organized around "big" questions?; are students involved in authentic reading and writing?; are students given choices?; is content meaningful?; do students work collaboratively?; do students read, write, speak, and listen…

This overview of several programs, techniques, and approaches related to improving schools and student learning includes brief outlines of restructuring, effective schools, cooperative learning, whole language, technology, multiple intelligences, the Coalition of Essential Schools, the Accelerated Schools Project, the School Development Program,…

Describes experiences of a fifth grade teacher who converted her classroom to a whole language teaching and learning environment. In her child-centered classroom, she emphasizes student empowerment and decision making, cooperative learning, and flexibility. Her top priority is for students to participate and learn critical thinking and…