This article presents an interview with two experts in whole-language instruction (Patricia Tefft Cousin and Margaret Richeck) and then offers a commentary section that provides another perspective of the whole-language method, concluding that children with learning disabilities need many types of instruction. (JDD)

This paper reviews the history of whole-language versus code-emphasis approaches to reading instruction. The paper concludes that students with severe learning disabilities may learn to read in a whole-language, mainstream classroom, if provided with supplemental instruction, a variety of instructional techniques, and appropriate intensity and…

This overview of articles in this special issue introduces the constructivist approach to educating students with learning disabilities. Catalysts for constructivism, the constructivist philosophy, and the whole language approach are discussed. The need for coherent integrated instruction in learning communities that is educationally purposeful,…

This literature review contends that whole-language approaches to reading are not well supported by scientific analyses of reading and reading instruction. The paper argues that whole language is not the preferred approach of outstanding primary and special education teachers, who favor instruction which balances decoding instruction and…