Relates a teacher's observations of first graders in a whole language classroom enabling each other to read. Suggests reading techniques which foster this collaborative learning. (PRA)

Presents a variety of literacy evaluation strategies devised and implemented by a teacher who is making the transition to whole language. (MG)

Shares experiences of two first grade teachers who were beginning to make a transition from basal reading to a more holistic approach. Suggests that, although teachers are in transition from basals to more holistic approaches, some incompatible and contradictory elements will exist. (MG)

Describes how a first-grade whole-language teacher uses daily story time to model good writing practices with her students. The approach focuses on using the teacher's own life experiences, including the death of her high school-age son, to teach students about life's lessons. (MDM)

A study examined two first-grade classrooms implementing the whole language approach and two utilizing the basal reading approach to determine the differences, if any, between the treatments. The hypothesis was that the whole language reading approach when combined with a phonics program would not result in higher test scores on a standardized…

Examines the benefits of exchanging weekly letters among a teacher, first-grade students, and their parents during the school year. The teacher had the opportunity to model letter writing for the children and kept communication open with the parents. Parents were kept informed of their children's performance, and the children were involved in a…