Describes the Reader's Workshop and the Focused Study Reading Workshop. Offers them as a way to accommodate the characteristics of individuals, to respect the knowledge of readers who are at earlier stages of reading development, to establish a system which teaches problem solving, and to provide for active child involvement and ownership in the…

This paper contends that the most difficult task facing state policymakers is to understand that the strong feelings on both sides of the reading debate may not be truly reflective of the choices before them--it is not a choice between teaching reading through phonics or whole language. The paper states that a good whole language program must…

Examines IBM's Writing to Read (WTR) program for kindergartners and first graders from four perspectives: its language learning paradigm, the computer program design, the research conducted on its effectiveness, and implementation considerations. Since costs outweigh learning benefits, educators should reconsider purchasing this program. Includes…

This paper explores what a reading teacher might do to guide students to achieve and be successful in reading. The paper first points out that there are selected programs of reading instruction which are individualized for optimal student success, and then discusses some of these programs, such as: individualized reading; the experience chart;…

Much is written and spoken about in terms of whole language versus phonics in early reading instruction in the public schools, but the issue between whole language versus phonics probably pertains to what is needed by individual pupils. There are advantages as well as disadvantages for whole language approaches in reading instruction. Needs differ…

Presents alternatives to three misconceptions about bilingual learners to promote the revaluing of these students. Describes traditional views of literacy instruction for second-language learners and suggests a whole-language literature program as an alternative. Lays out differences between inauthentic, controlled literature-based reading…

A successful reading program is a broad-based personalized program that recognizes that reading is a mixture of various skills: phonemic awareness, grapho-phonemic correspondence, word analysis and synthesis, sight-word vocabulary, syntactic knowledge, semantic knowledge, and literary knowledge. Changes in instructional techniques are made based…

This article traces the development in Britain of the 'real' book approach to children learning to read. It begins with reference to Kenneth Goodman's seminal work in psycholinguistics published in the late 1960s. It goes on to draw on the work of Margaret Meek at the London Institute of Education and Liz Waterland, a teacher in an English primary…

Characterizes the whole language movement in terms of its philosophical, political, and curriculum assumptions and consequences. Also, praises the movement for the good it has done; points out problematic features of the movement; and evaluates the likely legacy of the movement.(BB)

Assertions of crises in public education commonly appear as descriptions of unease, suggestive of proposed remedies. In fact, many remedies actually existed first; their advocates sought particular circumstances they could transform into an alleged crisis. Examples include the "reading wars," bond elections for new buildings, and state standards…

Examines the history of California's reading program, reviewing its change to a literature-based approach and then back again to a phonetic- or skill-based one. Reviews key factors influencing California policy and speculates about the future of the state's reading program. (TB)

Suggesting the need for a balance between literature and intentional skills instruction, this book provides grade 3-6 teachers and administrators with a theoretical base for creating a balanced reading program and gives educators a chance to step into actual classrooms where teachers have successfully implemented effective programs. Each chapter…

Shares examples from Florida elementary schools that show what happens when librarians and teachers collaborate in language arts curriculum and instruction. Outlines practices that enhance the development of selecting books and using libraries. (MG)

Suggesting the need for a balance between literature and intentional skills instruction, this book provides K-2 teachers and administrators with a theoretical base for creating a balanced reading program and gives educators a chance to step into actual classrooms where teachers have successfully implemented effective programs. Each chapter in the…

Like so many slogans, "Whole Language" is a dangerous term because its meaning varies with each educator. Whole Language is not a method of teaching, nor is it a program; it is a philosophy or viewpoint. Nine major characteristics of a Whole Language approach as culled from a variety of sources, with most agreed upon by a majority of…