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| Deegan, Dorothy H. | 2 |
| Fosnot, Catherine Twomey, Ed. | 1 |
| Kameenui, Edward J. | 1 |
| Shanklin, Nancy L. | 1 |
| Spiegel, Dixie Lee | 1 |
| Watson, Dorothy J. | 1 |
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| Opinion Papers | 8 |
| Journal Articles | 7 |
| Books | 1 |
| Collected Works - General | 1 |
| Information Analyses | 1 |
| Reports - Descriptive | 1 |
| Reports - Research | 1 |
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| Practitioners | 1 |
| Teachers | 1 |
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Instructor, 1990
Several reading experts comment on the whole language approach to teaching reading and on the whole language debate. Topics include definitions of whole language, characteristics, justifications, shortcomings, and critiques. (IAH)
Descriptors: Educational Principles, Elementary Education, Learning Processes, Reading Instruction
Peer reviewedDeegan, Dorothy H. – Reading Teacher, 1995
Raises issues related to the relationship between literacy practices and literacy philosophies and theories. Addresses the question of whether the "great debate" regarding literacy education can and should be resolved. (SR)
Descriptors: Educational Philosophy, Educational Principles, Elementary Education, Literacy
Peer reviewedSpiegel, Dixie Lee – Reading Teacher, 1995
Responds to an article in the same journal that raises issues related to the relationship between literacy practices and literacy philosophies and theories. Suggests that the "great debate" regarding reading instruction cannot be resolved. (SR)
Descriptors: Educational Philosophy, Educational Principles, Elementary Education, Literacy
Peer reviewedKameenui, Edward J. – Reading Teacher, 1995
Responds to an article in the same journal that raises issues related to the relationship between literacy practices and literacy philosophies and theories. Recommends that educators get on with the business of teaching all students to read. (SR)
Descriptors: Educational Philosophy, Educational Principles, Elementary Education, Literacy
Peer reviewedDeegan, Dorothy H. – Reading Teacher, 1995
Comments briefly on two responses to this author's article in the same journal that raises issues related to the relationship between literacy philosophies and theories and literacy practices. Suggests that the "great debate" continue. (SR)
Descriptors: Educational Philosophy, Educational Principles, Elementary Education, Literacy
Peer reviewedShanklin, Nancy L. – Topics in Language Disorders, 1991
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)
Descriptors: Educational Principles, Educational Trends, Elementary Secondary Education, Language Handicaps
Peer reviewedWatson, Dorothy J. – Elementary School Journal, 1989
Considers the need for a definition of "whole language" and difficulties involved with such a definition. Characteristic experiences in whole language learning communities are discussed. A case study is also provided. (Author/BB)
Descriptors: Case Studies, Curriculum Development, Definitions, Educational Principles
Fosnot, Catherine Twomey, Ed. – 1996
The 13 essays in this book examine the theory of constructivism in relation to teaching and learning. The first section provides an account of the epistemological, psychological, and sociocultural research that serves as the theoretical basis of constructivism, and includes the following chapters: "Introduction: Aspects of Constructivism" (Ernst…
Descriptors: Beginning Teachers, Child Development, Concept Formation, Constructivism (Learning)
