Reflects on the role of literature in reading instruction. Reviews briefly research on whole language. Discusses the problems and promises of the whole-language approach and the use of children's literature in the classroom. (RS)

Presents five ways elementary teachers can enrich their students' fiction writing abilities: teach students to incorporate their own experiences; encourage students to do research; give students chances to read and discuss fiction related to their writing; and help students recognize story elements. (SM)

Contains a vignette of a second grade classroom in which a whole language approach is used to teach reading and writing. Defines and describes whole language theory, practice, and goals. Offers guidelines to facilitate the process of changing from the basal to the holistic approach. (PRA)

Intended for those practitioners and parents who have heard the term "whole language" but who really know little or nothing about it, this booklet looks at the learning or acquisition of language, which includes the processes of thinking, listening, speaking, reading, and writing. Chapters in the book, after an introduction, are, as…

Provides opinions of five eminent educators on a variety of issues in literacy education including phonics, emergent literacy, reading and writing relationships, whole language, and defining literacy. (MG)

Reading comprehension is much more than a decoding of the printed words on the page; it is, rather, a complex interaction between readers and their personal past experiences as they relate to the text. A connection between the text and past experiences of the readers can stimulate expectations about the text. Facilitating these links presupposes a…

The basic assumption of this book is that reading and writing in school should be natural and enjoyable for children, and its ideas are based on the Piagetian theory that knowledge is constructed by each individual and the psycholinguistic view that learning takes place best when viewed as holistic and when instructional materials for children are…

This paper reviews the literature relative to the theory and practice of literature-based reading instruction, and seeks to bring clarity concerning the concept of literature-based reading instruction. The paper points out that from a theoretical point of view advocates of literature-based reading instruction draw upon the whole language…

Identifies key premises from whole language theory relative to (1) language and language acquisition; (2) reading and writing processes; (3) teaching and learning; and (4) curriculum. Notes that these premises provide direct assistance to teachers in planning literature-based instruction. Discusses questions and underlying principles using…

Discusses, through the reflections of three educators, the need to address cultural diversity in the reading curriculum and the importance of using strategies consistent with an emergent literacy perspective throughout the early childhood years. (MG)

Written to focus attention on the emerging philosophy and practice of whole language, this book serves as a "portfolio" for the graduate or undergraduate student who is interested in pursuing ideas, considering issues, and thinking about problems related to whole language. The 48 selected articles from 24 major education journals presented in the…

This paper describes the experience of a fourth- and fifth-grade, first-year teacher's participation in the Book Club Project of the Center for the Learning and Teaching of Elementary Subjects. The Book Club included the use of high-quality children's literature, opportunities for response to literature in multiple ways, and instruction that…

"Think Big" is a thematic literary unit, using literature about elephants in a holistic way and attempting to cross the curriculum into the content areas of science and math. It is a way of expanding the basal reading series and providing appropriate and supportive instruction in a cooperative, more interactive learning environment. To…

Intended for practitioners, this book presents a curricular framework for classroom reading and writing experiences that help students understand how reading and writing relate to reasoning and learning. The two sections of the book are organized around three major components of curriculum and how each component was realized in three Indiana…

Shares examples from Florida elementary schools that show what happens when librarians and teachers collaborate in language arts curriculum and instruction. Outlines practices that enhance the development of selecting books and using libraries. (MG)