Whole language may be described as authentic and purposeful experiences with language in a child's natural environment--it is a philosophy that combines all content area subjects into a meaningful process. The teaching of whole language over the entire spectrum of the curriculum was observed in the Catholic Primary Schools of the Archdiocese of…

Spelling instruction for students with deafness is examined in the context of the whole-language approach. Stages in the development of spelling ability are identified, and five strategies for young writers are suggested. (DB)

This response to Gersten and Dimino (EC 606 357) proposes that difficulties with both whole language and direct instruction of students with learning disabilities can be avoided with a model of instruction based on research in cognition and metacognition. Three techniques are discussed, including situated cognition, cognitive strategy instruction,…

In February 1992 "Kappan," Frank Smith advocated formal reading instruction be abolished and teachers merely read to students and turn them over to authors. This article argues that the scientific study of learning is essential. This country can ill afford to rear generation of illiterates who have learned lazy, inefficient work habits from being…

The use of invented spelling in educational programs for students with deafness is described. Students use a variety of spelling strategies, such as visual, kinesthetic, sounding out, handshape in sign language, and functional spellings. Methods of encouraging risk taking in spelling are discussed, and the changing use of spelling tests is noted.…

This activity book includes across-the-curriculum activities with Olympic themes; a "cooperation relay" (four competitive team activities based on a cooperative learning model); highlights of African Americans' Olympic achievements; a poster on teamwork and activities based on the theme of keeping the Olympic torch alive; and a…

Examines the philosophy of the whole-language approach to teaching and learning. Whole language stresses that language should remain whole and uncontrived and children should use it in ways that relate to their own lives. Answers are not as important as learning processes in the whole-language approach. (SM)

Describes experiences of a fifth grade teacher who converted her classroom to a whole language teaching and learning environment. In her child-centered classroom, she emphasizes student empowerment and decision making, cooperative learning, and flexibility. Her top priority is for students to participate and learn critical thinking and…

A literature-based approach across the curriculum helps students to personalize content-area curricula, to enjoy reading a diversity of subject-matter materials, and to improve attitudes toward reading. Teachers, supervisors, and administrators can cooperatively support literature-based practice across the curriculum by creating a positive…

Critiques current understandings of children's motivation for literacy learning, and argues for a reconceptualization of motivation that centers on the learner as agent in the social construction of meaning. Uses vignettes and examples from studies conducted in whole-language classrooms to investigate children's perspectives of their own literacy…

Despite suggestions for incorporating students' experiences into school math lessons, mathematics education seems to be the last bastion of formalism. This paper reports on a sociocultural study of the use of students' personal experiences in early childhood elementary mathematics lessons. This study documents the use of students' personal…

This paper discusses ways that teachers have found to integrate curriculum and make it more meaningful to students. A review of the literature reveals that teachers are exploring ways to provide developmentally appropriate curriculum and opportunities for children to learn in a more natural setting. Three approaches are examined: whole language,…