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)

A study analyzed teacher and student perceptions of a literature-based reading/writing curriculum for at-risk high school students. Eighteen students, (3 girls, 15 boys) ranging in age from 15 to 18 years, began English 9, a redesigned one-semester literature-based make-up course for students who failed ninth-grade English. Prior to the study, the…

Describes a literature-based approach to helping primary students become more proficient problem solvers in mathematics. Literature-based activities were chosen to develop a sense of community in the classroom. This enabled students to develop the self-confidence to share thoughts and feelings while problem solving in small-group and class…

This study investigated the effectiveness of Project RIME, a project designed to support teachers in integrating more explicit instruction for children at-risk for reading failure into their curricula. Although the 11 teachers became more positive and knowledgeable toward using explicit instruction, their orientation toward implicit and…

Examined teachers' beliefs on what constitutes developmentally appropriate literacy instruction. Three teachers were interviewed, observed during planning and instruction time, and asked to reflect on their beliefs and practicing. Through practice, they came to believe that appropriate literacy instruction involves a variety of instructional…