This article discusses whole language and phonics approaches to teaching L1 reading. It argues to bring these two perspectives together under an integrated approach to better teach second language reading. The article offers an integrated lesson plan with adaptable activities and techniques that show how to apply the integrated approach.

Noting that teachers have expressed a need for more information on how they can incorporate whole language into their classrooms, this paper describes ways of combining whole language techniques in a program that continues to use the basal reader. The paper first offers a brief view of the basic steps often used to incorporate predictable books…

A private day school, Willie Ross School for the Deaf, designed a whole-language approach to reading appropriate for deaf and hard-of-hearing children. This article compares traditional and psycholinguistic approaches to reading, describes the early childhood classroom environment, and presents a lesson using folktales. An assessment checklist is…

This article discusses the advantages of using literature in language instruction with special needs students, outlines a process for developing instructional activities, suggests 19 specific books and related learning objectives and activities, and provides a lesson plan that illustrates the incorporation of direct instruction in a whole-language…

This paper describes a strategy for teaching elementary students language arts that involves the collaboration of the regular education teacher and a speech therapist. The classroom teacher and speech therapist work together in providing lessons related to whole language, reading, parts of speech, semantics, and written expression. This allows…