Presents guidelines designed to help teachers using whole language for the first time. Addresses a variety of concerns, including staff development, the change process, and implementation. (SR)

Presents reflections of six primary school teachers and their principal on the growth of their literacy program based on whole language principles; and their professional development as teachers of young children. Discusses a nurturing environment, changes in their literacy program, strategies for success, and future goals. (SR)

Addresses some of the frustrations and challenges teachers and administrators encounter as they seek to make changes in their literacy programs. Discusses new directions, the issues, and ideas to consider in three areas of concern: moving from basals to authentic literature; addressing concerns about phonics, grammar, and spelling; and bridging…

Explores the essence of whole language and the change process in moving toward a whole-language orientation. Discusses oversimplifying complexities, moving beyond a focus on practice, whole-language staff development, and concerns for the future in the context of a school district's move toward whole language. (SR)

Describes how one resource person demonstrated and discussed whole language teaching methods in five elementary and middle schools to start the process of educational change. (MG)