Reading and writing at one New Hampshire school district are considered integrated processes. Writing generates an enthusiasm for reading, and reading creates the impetus for writing. Whole language instruction has produced high reading comprehension scores, an increase in book-reading quality and quantity, and a dramatic drop in special education…

Change began in Saint Charles (Illinois) School District with a few teachers implementing new ideas in their own classrooms. Organized change began as principals and other administrators encouraged teachers to learn and grow. While teachers were developing process writing and whole-language programs, district embraced systemic change by entrusting…

To gain appreciation for each others' perspectives, a Mississippi language arts consultant and a third-grade teacher from Iowa traded jobs for a year. As a consultant, the teacher found that classroom teachers were more interested in whole-language instruction practicalities than in theory. As a teacher, the consultant learned that classroom…