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…

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)

Explains new research findings about how children learn letter-sound correspondences, relates the findings to whole-language reading instruction, and outlines a theory for how children acquire the letter-sound system without direct instruction in phonics. Describes recent findings on phonological processes involved in learning letter-sound…

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)