Describes "whole language" as a new term for literacy instruction which emphasizes application of reading and writing in meaningful contexts. Argues that the theoretical base for whole language is closely related to key ideas of language experience and psycholinguistics, but that whole language represents a new paradigm. (RS)

Presents a last resort technique for teaching reading to adolescent and adult illiterates. (RS)

Describes a successful language experience reading program integrated within highly motivating camping and recreational activities for title one children with reading difficulties. (RB)

Compares a structured phonics method with a child-centered language experience approach to teach beginning reading in kindergarten. Finds no difference in achievement between the two groups. Finds that children evidenced more motivation and social interaction related to language activities in the language experience approach. (KEH)

Reports an investigation of the most appropriate tutorial setting for the generation of natural urban child language for experience stories. Concludes that the condition that tapped the most profuse linguistic performance for student-created reading material among Black sixth grade students was tutoring by a White adult professional teacher. (FL)