Compares the whole-language approach to the language experience approach. Notes that the major criticisms cited of language experience appear to be cited of whole language. Suggests that the tenets of whole language fit into preparing for the year 2000 and discusses the survival of the movement in relation to teacher preparation. (RS)

Describes an intensive integrated art and language arts instructional program for first-grade at-risk children. Notes that a combination of whole language, language experience, and basal reading approaches. Finds a marked improvement in reading, writing ability, and language ability. (RS)