A kindergarten teacher recounts her classroom experience introducing children to reading via the whole language approach, which is based on the belief that children learn to read and write naturally by listening, watching, speaking, and writing. Classroom photographs and samples of student work illustrate the article. (DB)

In a truly balanced literacy program, how teachers teach is as important as what they teach. This article focuses on issues related to teaching basic skills with literature, effective grouping and planning, covering content, and dealing with student assessment. Five rules of thumb for maintaining balance are listed. (SM)

At times, the whole-language approach to language teaching has been misunderstood. It is a philosophy more than a method or an instructional trend and is more than its separate elements: thematic, authentic, integrated, interactive. Many teachers who embrace the philosophy underlying the approach see their teaching not as promoting whole-language…

Following a summary of research pertaining to the Montessori and Whole Language philosophies, this paper examines similarities between the two philosophies. Both philosophies are based on holistic learning, use cross-cultural materials, and stress the teacher's role as a facilitator within the classroom environment. The relationships of the…

Discusses the use of mini-lessons within thematic units as forums for language learning and content development for intermediate grade students with hearing impairments. A project to enhance the language arts curriculum at the Nebraska School for the Deaf uses the whole language mini-lessons to work on skill development, clarify misunderstandings,…

Attention deficit disorder (ADD) is examined from the standpoint of teaching reading, and strategies are offered for teaching youngsters who are having difficulty reading due to ADD. Examples of students and scenarios are included. A definition of ADD is presented, along with symptoms that are consistent with inattention and disorganization that…

Applying the whole language perspective across the primary-grade curriculum, this book presents 10 essays that describe first-, second-, and third-grade classrooms where teachers find authentic, meaningful ways for children to communicate about their lives and what they are learning. Essays in the book demonstrate numerous whole language…

This response to Gersten and Dimino (EC 606 357) uses a case study to illustrate how a special education teacher integrated strategy instruction into a fifth-grade classroom where a whole-language approach to writing was already in place. Instruction in story grammar is presented as a seven-stage process. (DB)

The article describes attention deficit hyperactivity disorder (ADHD) and how it affects learning, notes why whole language provides one of the best settings for students with ADHD, and discusses strategies for adapting the whole-language classroom to meet the needs of many different kinds of learners. (SM)

A review of the literature focuses on the use of the whole language approach to second language teaching in reading instruction for students of English as a Second Language (ESL). First, research on the whole language approach is explored, particularly as it has been used to teach reading. The approach itself is explained, and growth in its use is…

It is proposed that through the use of whole language techniques, an English-as-a-Second-Language (ESL) teacher can incorporate holistic language situations into the ESL classroom and advance the student's acquisition of a second language. Whole language techniques such as spontaneous conversation, brainstorming with semantic maps, dialogue…

This is a book about effective elementary literacy instruction, intended for the many constituencies who have a need to know about what works to develop readers in elementary school. It suggests that since the initial publication of this book, the research support for balanced literacy instruction has continued to grow. This revised and updated…

Providing a practical look at the role of spelling in the overall language arts curriculum, this book helps those who interact regularly with young children understand how learning to spell is part of the broader fabric of learning to write in whole language classrooms. After an introduction, chapter 1 provides opportunities to explore how…

The book, designed for teachers of both beginning-level and transitional students of English as a Second Language (ESL), outlines the Guided Language Experience Process (GLEP) model for planning ESL instructional units using the whole language approach. The first section summarizes research that has influenced this model and its implications for…

This document consists of the two issues published during 1997 of the newsletter of the Japan Association for Language Teaching's national special interest group (N-SIG) on foreign language literacy. The major articles in these two issues are: "How To Develop Reading-To-Do Skills in Engineering Education" (Esko Johnson); "Key…