Describes "whole language" as a new term for literacy instruction which emphasizes application of reading and writing in meaningful contexts. Argues that the theoretical base for whole language is closely related to key ideas of language experience and psycholinguistics, but that whole language represents a new paradigm. (RS)

In a response to the previous article by Carla Heymsfield, it is argued that whole language, as a coherent philosophy of language instruction, does not need to be "patched" with skills instruction, and that direct instruction cannot be reconciled with natural learning. (TE)

A whole language approach to learning can be successfully used with children with learning disabilities. The approach can alleviate difficulties children have with memory and cognitive problems, anxiety, self-esteem, locus of control, and attentional deficit. Procedures are outlined for implementation of the whole language approach in resource…

Compares the effectiveness of two approaches for teaching basic sight words to educable mentally handicapped students: (1) using the Language Experience Approach (LEA) alone; and (2) using LEA with nursery rhymes. Finds the subjects learned words more easily and rapidly when using nursery rhymes. (RS)

Compares a structured phonics method with a child-centered language experience approach to teach beginning reading in kindergarten. Finds no difference in achievement between the two groups. Finds that children evidenced more motivation and social interaction related to language activities in the language experience approach. (KEH)

Describes the "Global Method" of Celestin Freinet, a French educator whose teaching methods (similar to language experience, writing process approach, and whole language) are used by teachers in Europe. Offers excerpts of Freinet's ideas on democratic pedagogy, having children write their own books, teaching writing, moral civic…

This paper reviews what current research says about best practices in reading instruction for students with mild mental retardation. After introducing some key reading issues (such as effects of early reading failure), two principal approaches to reading instruction are discussed: first, the traditional/bottom-up synthetic approach which begins…

Intended for reading professionals, this yearbook contains 13 articles dealing with reading and allied fields divided into 2 sections: "Issues" and "Practices." The following articles focus on issues: "Wish Fulfillment and Other Dangers in Reading" (Joan Develin Coley); "Emergent Reading Research: Synthesis and…

Based on the belief that language should be the central focus for study in the reading and language arts classroom, this collection presents 10 diverse viewpoints on language study in the middle school and secondary school. The collection is divided into the following areas: studying language through literature and the arts, using writing and…

This research review on basic reading skills begins with an historical perspective on reading methods, followed by an overview of reading instruction methods for the general population. Research findings are presented on several instructional methods, including phonetic, linguistic, artificial orthography, basal reading, and language experience…

This study sought to determine how retained first grade students function in a whole language classroom after meeting with failure in a traditional first grade setting. Data collection for the five retained students, plus six "at-risk" students, involved naturalistic observation. Reading began from language experience stories that the students…