Describes five whole language professional resources that present many insights into whole language theory along with specific ways to implement it in the classroom. (MG)

Reviews the literature relative to the theory and practice of literature-based reading instruction. Cites studies that support a holistic, literature-based approach to reading instruction. Suggests that more studies are needed relative to the implementation of literature-based reading programs. (PRA)

Presents a discussion of the ideas that are central to the concept of literature-based reading instruction. Reviews the theory, gives insights from reading research, stresses the importance of literature in the reading program, and offers strategies for literature-based reading instruction. (PRA)

Of all the developments in reading research during the past 30 years, few have provided as much fodder for the wars over whole language as "invented spelling." Research on invented spelling led to a developmental theory of how children experiment with phonemic rules and patterns, and scholars urged teachers to allow children to spell…

Raises issues related to the relationship between literacy practices and literacy philosophies and theories. Addresses the question of whether the "great debate" regarding literacy education can and should be resolved. (SR)

Responds to an article in the same journal that raises issues related to the relationship between literacy practices and literacy philosophies and theories. Suggests that the "great debate" regarding reading instruction cannot be resolved. (SR)

Responds to an article in the same journal that raises issues related to the relationship between literacy practices and literacy philosophies and theories. Recommends that educators get on with the business of teaching all students to read. (SR)

Comments briefly on two responses to this author's article in the same journal that raises issues related to the relationship between literacy philosophies and theories and literacy practices. Suggests that the "great debate" continue. (SR)

Explicates the principles underlying whole-language theory and practice to reduce misunderstandings and misapplications and to help teachers of students with learning disabilities provide rich literacy learning experiences for their students. (RS)

Presents some of the conceptions of balanced instruction. Provides information about the research and theory supporting each one. Describes some of the practical implications for classroom practice. (PA)

This paper considers the status and potential of researcher-practitioner collaboration toward higher literacy through a restructured curriculum based on the whole language philosophy. Specifically, it examines the status, contribution, and potential of the dialogue in a whole language topical session on the School Renewal Network, an electronic…

Argues that reading educators need to objectively appraise the whole-language instructional philosophy in relation to what is known about reading methodology. Discusses the whole-language philosophy, its history, the "whole sentence method," and whole-language weaknesses. Advocates developing a "balanced reading program," which would emphasize…

Asserts that there is a gap between theory and practice in literature-based reading programs. States that too often, such programs lack an underlying theory and mimic methodology associated with basal programs. Describes the theoretical perspectives of Louise Rosenblatt, her principles of aesthetic teaching, examples from a fourth grade classroom,…

Intended to help practitioners make the transition from traditional to whole language instruction in reading and writing, this 160-item annotated bibliography provides a selection of journal articles and research reports, language arts curriculum guides, student texts, and professional textbooks which reflect whole language theory, research,…

A review of research on the effects of whole language suggests that no one approach to teaching reading is distinctly better in all situations and respects than other methods. The whole language approach has been described as a "top-down" theory of reading which emphasizes the importance of teaching language as a whole entity as…