Answers the five following common objections to the whole language approach: Haven't we tried this all before? What will happen to the child if some teachers use whole language and others don't? Where does the teacher find the time to do all this? Where's the proof that it works? and And what about the future? (PRA)

Describes the necessary components for promoting change in educational systems. Highlights several successful teacher-initiated programs and offers suggestions for classroom reading professionals who are interested in promoting change. (MG)

Describes the positive experiences of veteran teachers who have switched from basal reading to the whole language approach. (PRA)

Outlines four ways in which reading and writing are related. Identifies eight actions teachers should take to enhance literary development in their classrooms. Suggests two initiatives that teachers might take to enhance literacy in homes, schools, and communities. (PRA)

Offers 10 basic guidelines that might help reading teachers who use basal readers to make more effective instructional decisions about what to teach. (MG)

Describes the reorganization of teacher education methods courses at University of Wisconsin-River Falls. Lists whole language tenets, large group session topics, and sample integrations for prekindergarten through middle school grades. Asserts that the experience demonstrated the benefits of the whole language philosophy. (PRA)