Reflects on the role of literature in reading instruction. Reviews briefly research on whole language. Discusses the problems and promises of the whole-language approach and the use of children's literature in the classroom. (RS)

Suggests new bases of information that need to be considered in deciding how to handle phonics effectively in beginning reading and writing instruction. Presents a description of phonics instruction in the classroom of a teacher of a whole language kindergarten. (MG)

Reviews the typical approach (synthetic phonics) to teaching reading in Finland. Suggests that teachers in English-speaking countries can learn from problems Finnish teachers face and vice versa. Finds that, despite a highly regular writing system, Finnish teachers find that a heavy phonics emphasis does not solve their reading instruction…

Examines three previously published articles which call for compromise in the debate over reading instruction. Argues that the articles are misleading and have the potential to create fear of whole language and anti-whole language sentiment. Shows how the writers portray themselves as concerned educators grounded in "true science," and…

Reports on research that investigated students' perceptions of the purpose of certain whole-language strategy lessons. Concludes that, even in whole-language lessons, authenticity may be missing. Helps educators think more deeply about what literacy lessons should be like for students and how instruction can help develop students' strategies while…

Calls for resolution of the ambiguities and contradictions of the language and the practices of whole language. Attempts to elucidate conflicting conceptions and practices among whole-language advocates and thereby make whole language even stronger. (MG)

Suggests that the essence of whole language is students developing literate voices. Discusses a seven-month partnership in which the authors participated in and reflected on literature discussions with small groups of fourth graders. Explores how literate voices are developed in real classrooms. (RS)

Reflects on the author's (an influential educator and researcher) lifetime of research and teaching, and on the influence of his research on literacy education at this moment in history. States that he believes his work has made a difference because it has struck a chord in the minds of teachers. (SR)

Identifies the need to resolve inconsistencies between the whole language teaching approach and school, district, or state grading and evaluation policies. Suggests attempting to bring the inconsistencies to light while also undertaking individual, group, and criteria comparison. Discusses data collection techniques which can help achieve these…

Interviews Marilyn Jager Adams about her book "Beginning to Read: Thinking and Learning about Print." Discusses the critical issues of phonics versus whole language and what she hopes teachers will gain from the book. (MG)

Describes a collaborative professional development project designed to bring whole language knowledge to more classroom teachers. Discusses one staff developer's work with a second grade teacher. Argues that staff developers must (1) know and respect teachers; (2) provide ongoing support; and (3) link theory and practice. Concludes that staff…

Discusses changes in textbook publishing, attendance at professional meetings, media coverage, and the response of the "testing community" that demonstrate that whole language has become the agenda of education. Discusses the transactional view of writing, social/personal views of learning, teachers redefining themselves and their relations to…

Reviews 13 professional materials that explore the uses of expository texts and informational materials designed to be used with elementary and middle school students in the classroom. Discusses a book that provides a whole-language perspective on language learning and teaching. (MG)

Explores the different responses to a whole-language curriculum of two average third-grade students. Describes the teacher and the curriculum, and the contrasting literacy behaviors of the students. Discusses how this year-long observation challenged the author's beliefs about children's need for whole-language instruction. (SR)

Argues that typical language arts instruction for special education children is misguided because it emphasizes identifying and remediating deficiencies in individual children. Offers a model for teaching at-risk children that applies whole language principles and practices to meet the needs of special education students. (MG)