Suggests ways in which teachers may plan and incorporate effectively whole-language theory into existing programs in which basal materials are established and accepted. (RS)

Explores four misconceptions about the whole-language approach and attempts to replace them by grounded realities associated with whole language. (MG)

Discusses the whole-language philosophy and its view of language, learning, and teaching. Discusses the whole-language view of the relationship between students and teachers and the holistic approach. (PRA)

Discusses the issues of language, learning and teaching, and kids and teachers in a whole language classroom. (MG)

Suggests that many educators are finding common ground and common sense under the banner of "Balanced Literacy." Discusses the term, the search for balance, and the difficulty in maintaining a balanced literacy program. (RS)

States that in education journal articles it is apparent that "multicultural" is the new buzz word. Argues that while multicultural awareness is important, the surface treatment of the issue of diversity in America may obscure the more serious problems that minority groups face. Concludes that with effort, schools can be transformed into…

Provides 10 tips based on research, observations, experiences, and comments from practitioners which will help teachers get through the first year of implementing a whole language approach. Offers a 15-item list of resource companies and their addresses that might assist teachers and educators who wish to investigate this area further. (MG)

Discusses the whole-language teacher's role in the development of children's writing and creating a positive writing environment in the classroom. (MG)

Examines four aspects of whole language (definition, implementation, skills instruction, and assessment) from the perspective of eight school administrators, four building principals and four curriculum directors. Finds the administrators viewed whole language as an instructional approach rather than as an instructional philosophy. (NH)

Shares the author's transition from traditional reading instruction to a whole-language approach. Discusses journal writing and dramatization as two effective teaching strategies. (MG)

Describes a writing program in a first-grade classroom in a primarily low-socioeconomic, urban Appalachian region. Notes that the program aims at helping children become writers and to: (1) teach the concept of writing as communication; (2) learn about children's strengths and needs through observations and writing samples and teach accordingly;…

Discusses the part reading and writing play in the whole language approach. Offers 11 recommendations to help teachers provide a functional approach to language development. (MG)

Describes how the introduction of information books into a first grade classroom led a "traditional" teacher to provide students with a wider variety of literary experiences and allow students the opportunity for more active involvement in books. Notes that the classroom evolved into a child-centered environment where each child reads and writes…

Reports on a partnership program between a small rural Ohio elementary school and the College of Education at Ohio University that provided a holistic integration of university classes and field experiences with a whole language focus in the elementary school setting. (NH)

Describes the process of listening within the boundaries of learning. Focuses on whole-language methods in reading that promote whole listening and can help students improve their listening as well as reading skills. (MG)