A qualitative study examined what is taught in a whole language classroom, how it is taught, and what changes in curriculum and instruction occur and why. A third-grade teacher, who had taught for 5 years and was considered an exemplary teacher by her principal and colleagues, was interviewed. Nineteen children in the teacher's heterogeneous…

A study investigated the writing done by third graders and the processes used when learning to use writing as a meaning-making activity. Four focal students were followed through composing episodes. The classroom was located in a suburban, upper middle class area in Ohio. Less than 3% of the school district population were members of a minority…

A study of bilingual third-graders beginning formal English literacy in a whole-language classroom found that students improved in reading abilities and comprehension, as assessed through miscue and retelling analysis; writing results were mixed; and holistic assessment of overall writing abilities did not show improvement. Students' uneven…