This article presents an interview with two experts in whole-language instruction (Patricia Tefft Cousin and Margaret Richeck) and then offers a commentary section that provides another perspective of the whole-language method, concluding that children with learning disabilities need many types of instruction. (JDD)

A whole-language instructional approach is presented for use with students with learning disabilities. Teacher behaviors are outlined, including demonstrating, expecting success, and responding to students. Learner behaviors are also discussed, such as using language in natural situations, making approximations in their learning, taking…

This paper discusses the history of U.S. reading instruction; instructional approaches and learning processes; the whole language view of literacy acquisition; promoting literate behavior through reading to or writing with children, shared reading, and guiding children's reading/writing; and use of the whole language approach with…

This paper reviews the history of whole-language versus code-emphasis approaches to reading instruction. The paper concludes that students with severe learning disabilities may learn to read in a whole-language, mainstream classroom, if provided with supplemental instruction, a variety of instructional techniques, and appropriate intensity and…

This overview of articles in this special issue introduces the constructivist approach to educating students with learning disabilities. Catalysts for constructivism, the constructivist philosophy, and the whole language approach are discussed. The need for coherent integrated instruction in learning communities that is educationally purposeful,…

There is much more to a learning disabled (LD) child's successful learning than part-to-whole or whole-to-part instruction. Among the many factors to be considered are his/her learning style, interests, abilities, aptitudes, health, and parental support. Instructional programs for learning disabled children should be based on the students'…

This article presents the whole-language approach as an environment that is particularly suitable for students with learning disabilities. This approach can allow students control over their learning, encourages them to experiment and take risks in their learning, promotes self-monitoring strategies, and enhances memory. (SW)

A teacher of elementary deaf students describes the value of using "big books," which allow groups of students to share text and pictures, as an effective learning resource both for deaf students and for older students with learning disabilities. Seventeen big books in such areas as multicultural education, science and industry,…

This article explores the assumptions of traditional remedial and learning disabilities education and summarizes empirical evidence challenging this approach; examines the assumptions underlying whole language and the teacher's role in a whole language context; presents data on the efficacy of whole language instructional programs; and discusses…

This paper reviews the literature on the teacher's role in mediating learning for students with learning disabilities in whole language instructional programs, with specific emphasis on teaching students the parts of language and generalizing this knowledge to various contexts. Principles identified in the review include the following: the dynamic…

This book explains the whole language philosophy of learning to read and how it can be applied in special education classrooms to assist students with learning disabilities. Chapters address: (1) an overview of the whole language approach; (2) examples of how special education teachers use whole language to teach children with learning…

This book is designed to reaffirm the value of special instruction and to provide information on current research and practice which shows productive and successful outcomes. It addresses the definition of disabilities, the assessment of disabilities, instruction, special populations, special education legislation and policy, and integration.…