Numerous parallels exist between two instructional approaches sometimes thought to be incompatible: whole language and Madeline Hunter's "Essential Elements of Effective Instruction." The biggest parallel between whole language and the Hunter model is in the area of meaning: true whole language instruction depends on making learning…

What whole language is and is not, what whole language instruction is and is not, and whether "subskills" can be integrated into a whole language approach are topics worthy of consideration. Whole language is natural language within a given context and in relation to a given situation. Isolated bits of language used for exercise rather…

This article addresses the potential and the challenges of scaffolded instruction within the context of an exploratory study of the implementation of mediated collaborative problem solving. Implementation of the model for self-regulation with students experiencing reading difficulties is described, with suggestions for making scaffolded…

This article proposes that meaning and form (the sound-letter correspondences) are both important in beginning reading, but that initially they should be taught separately. Support for this position is provided, and a two-stage model of preliteracy development is offered, with the first stage emphasizing meaning and the second stage emphasizing…

This article explains the basic tenets of the skills-based and the holistic philosophies of reading instruction. Although the skills-based approach is dominant in both schools and teacher education, debate exists about the most effective approach. (IAH)

Many schools expect teachers to act as curriculum clerks, carrying out decisions about subject matter and classroom management. A promising new metaphor for professional educators is that of teacher as explorer, the leader of an expedition into unfamiliar territory. The image of explorer changes the perspective on teaching goals and roles and…

Discusses a model for teaching reading and writing in which skilled language users provide support for new language activities in context. Gives examples of typical classroom activities that provide too little or too much support for natural language growth and of activities with a balanced instructional "scaffolding." (HTH)

Because of the difference between narrative and expository material, students in grades 4-12 require different reading skills, as well as different levels of skills to comprehend subject matter reading. This means the content area teacher has two roles: subject matter specialist and instructional leader. The following model suggests a process by…