In Turkey, the Ministry of National Education (MONE) changed the reading instruction method in elementary schools from whole language approach to phonics emphasis in 2005. Accordingly, the purpose of this study was to examine the impacts of phonics method on reading acquisition in a Turkish sample; to understand what elementary school teachers…

Suggests that the dangers and risks in whole language are real and irremedial, and educators' only recourse is to take responsibility for its shadow side and attempt to learn the lessons that even "monstrous examples" portend. (RS)

Discusses a child who failed to make sense of the graphophonic, syntactic, and semantic cuing systems of English until he was exposed to a literacy-rich, whole language classroom. Argues that teacher education programs need to be intentional about adequately preparing preservice teachers to go beyond the selection of good children's books. (RS)

A study described the influence of writing conferences on revision knowledge and revision activity for an initially knowledgeable first-grade reviser and a relatively naive one. Subjects, two first-grade students in a whole language classroom, were chosen from the 16 students in the class for close study. Data analysis consisted of reading all of…

Shares the findings of three classroom teachers and a university professor from their collaborative study of how whole language instruction affects the students that teachers worry about the most. Concludes that elements of time, choice, supported risk taking, belonging, and whole language experiences for real purposes make a difference in at-risk…

Developed as a vehicle of communication for the Reading Recovery Council of North America, this journal represents an international effort to connect researchers, teachers, and all those interested in early literacy. Articles in the first issue of this fourth volume are: "The Development of Literate Potential in Literature-Based and…

Provides a profile of the learning-disabled adolescent student. Supports a child-centered, whole-language philosophy of teaching advocating literature-based instruction across the curriculum for such learners. Analyzes written and verbal responses of three male students to determine the potential of such an educational approach. (HB)

Background: There is limited research on the FL composition writing of Egyptian experimental secondary students. Purpose: The purpose of the present study is to investigate the effect of the Whole Language Approach on developing the required composition writing skills in English for experimental secondary students. Setting: Salah Salem…

Previous research has examined either the effects of strategy instruction or the effects of literature-based instruction on children's literacy learning. Much less is known, however, about the combination of teacher-led strategy instruction within a literature-based framework. A qualitative case study explored what diverse second-grade students…

A case study showed how a third-year teacher modified the socialized culture of literature-based literacy instruction she found in her second-grade classroom and teacher education program to reach particular children who were having difficulty learning to read and write. Aaron, the subject of the case study, was a second-grade African-American…

Presents a case study of a nine-year-old boy's reading and writing difficulties. Notes that instruction grounded in sociopsycholinguistics, whole language, and emergent literacy helped the learner overcome his difficulties. Provides an account of alternative approaches in assessing written language difficulties; and the role of the reader's belief…

This book is an exploration of the crossroads of reader-response and second language acquisition theories and research as a foundation for practice. It provides a model for teaching with literature that supports language and literacy development for students learning English as a first or second language. The book is organized in three parts. Part…

Explores what second-grade students learned about reading, writing, and literature through a year-long program of strategy instruction integrated within a literature-based environment. Reveals that students grew in overall instructional reading level, coming to view reading as a natural component of the school day; developed skill in word…

Discusses the effects of teachers' beliefs and practices on teachers' perceptions of students' abilities and potential for success. Uses the example of a child referred from a traditional kindergarten, where he did poorly, to a whole language child development center, where he excelled. Urges teachers to examine the impact of their beliefs on…

Searches for some precision in the discourse of whole language with respect to the role of the teacher as expressed in words such as empowerment, control, predictability, and authenticity. Observes and interprets the practice of two successful whole language teachers to refine understandings of these concepts as they are enacted in classrooms. (MG)