Offers responses from four readers of this journal, all reading and/or classroom teachers, to a question posed by another teacher: whether children who have had limited literacy experiences should start reading in whole-language readers and/or trade books or whether they should start in controlled-vocabulary preprimers. (SR)

This paper describes the process of training teachers of students with hearing impairments to use whole-language teaching methods. The paper discusses success with whole language, resistance to whole-language methods, effects on students, effects on teaching, and advice to other trainers. (JDD)

Reviews the typical approach (synthetic phonics) to teaching reading in Finland. Suggests that teachers in English-speaking countries can learn from problems Finnish teachers face and vice versa. Finds that, despite a highly regular writing system, Finnish teachers find that a heavy phonics emphasis does not solve their reading instruction…

Discusses three children who successfully learned phonics in three very different instructional settings (conventional, whole language, and tutoring in a learning center). Notes that the children developed in similar ways, yet at different rates; the teachers nudged the learners toward literacy development; and writing was a part of the curriculum…

Describes changes made in the teaching of a college preservice education course in children's literature and reading methods that reflect principles of the whole-language approach. Discusses integration of curriculum, social context, classroom environment, evaluation, writing, purposeful learning, and opportunities to choose. (SR)

Discusses Guam's unique multicultural student and teacher population. Describes two classroom language arts activities (the method of taped repeated reading and "write around") that have met with success and continue to gain momentum in Guam's classrooms. (RS)

Noting that teachers have expressed a need for more information on how they can incorporate whole language into their classrooms, this paper describes ways of combining whole language techniques in a program that continues to use the basal reader. The paper first offers a brief view of the basic steps often used to incorporate predictable books…

During school year 1991-92, the Whole Language Network (WLN) expanded to include 90 teachers in grades kindergarten through six in three school districts participating in the New York City Board of Education's Comprehensive Instructional Management System-Communication Arts project. The Network assisted teachers in using the whole language…

This report discusses how three major strains of educational research are converging on a compelling new concept: critical thinking is not a set of skills to be taught, but a natural capacity, involving creating and revising patterns of information to be exercised and strengthened. Thus, according to the report, the appropriate classroom practice…

With the introduction of the "whole language" approach to literacy and an emphasis on "across the curriculum" learning, the effective instruction of writing has taken on an added importance during the past two decades in California. Recent public demands for a "back to basics" school curriculum where the mastering of…

Offers one teacher's account of a year of process approach to writing instruction in her fifth-grade class. Focuses on the importance of not getting caught within a narrow vision when reflecting on classroom practice. Notes the crucial role students need to play in instructional decision making. (SR)

Describes a classroom in which the teacher has developed a sense of community through her emphasis on whole-language instruction. Describes the organizational patterns of both the teacher's and the children's activities in this exemplary whole-language classroom. Documents instances of collaboration and student choice. (SR)

The argument between advocates of the whole language approach and the phonics approach threatens to become so polarized and politicized that agreeing on a middle ground seems at times impossible, and the voices of reason and experience are drowned out. The debate erupted anew in California after alarming news stories about reading scores ranked…

In reflecting on an overview of research on microcomputers in the public schools, a researcher found that early programs were largely based on a programmed instruction model. Computers were primarily used to provide for simple repetition of low-level decoding tasks. The emphasis of whole language literacy is in direct contrast to this approach.…

Describes working with 14 Mexican English teachers for 2.5 years at an elementary school in Guadalajara to help them implement an effective whole language program. Describes how these teachers used models of rich language, familiar movies, drama creations, family stories, and their own artistic talents to enhance learning in their classrooms.…