Discusses the whole-language approach to education at the middle school level, introducing concepts and techniques that teachers can employ to implement whole-language learning in their classrooms. Notes that, even in departmentalized schools with short class periods, teachers can use many of these ideas in whatever subject they teach. (MDM)

Advises teachers trying to understand the whole-language approach to not expect to become a whole-language expert immediately; make learning real; make students responsible for daily routines; talk to parents about their children; beware of publishers and workshops that are whole language in name only; and develop a community of readers and…

Describes three teacher support groups, activities of which provide teachers with support in defining, implementing, and preserving programs that use whole-language methods, and are meaning centered and student focused. Also provides suggestions on starting a teacher support group. (BB)

Reexamines the pros and cons of traditional basal reader and literature-based reading programs and those based on the whole language approach. Compares and contrasts classroom teaching methods, goals, and some outcomes. Includes Venn diagram showing overlap and divergence of whole language, literature-based, and traditional basal methods. (ET)

Suggests that John Dewey's 1938 text can take teachers into the 21st century and provides valid advice on teaching decisions including philosophy of education, learning, and schooling. Describes Dewey's five tenets of a framework that can provide language arts teachers with guidance for conceiving of student-centered, whole-language schooling and…

A year-long interpretive case study was conducted to examine a second grade teacher's beliefs and practices concerning classroom management during whole language instruction. The study was designed to determine whether the teacher's beliefs concerning classroom management matched those discussed in the early childhood literature and also whether…

Three basic beliefs support teaching: (1) learning is social and individual; (2) learning must be personally meaningful; (3) learning rests upon a knowledge base that is constructed, not transmitted. The first step to creating an environment which supports learning in meaningful ways is for the teacher and students to become better inquirers into…

This exploratory research describes results of a thematic literature-based unit in an upper elementary, self-contained class for students with learning disabilities. Social and collaborative activities included reading, writing, and speaking on the topic of friendship. Literacy outcomes are illustrated in three case histories. (DB)

Based on the premise that elementary students must be engaged in frequent reading, writing, and speaking throughout all areas of an integrated curriculum, this book is intended for a first course in language arts for preservice teachers. The book can also be used for courses in which reading and language arts theory and methods are combined. The…

Designed to offer a balanced instructional approach for language arts, this book combines a systematic phonics program with whole language. It teaches reading skills by using the children's own language, basal readers, poems, and songs, and by emphasizing writing, spelling, listening, and speaking skills. The book includes daily lesson plans,…

This book shows elementary school teachers how to help students become confident readers and writers who can use skills they acquire throughout their lives, from a constructivist orientation. It is intended as a main text for an introductory course on elementary-school reading instruction, typically taken by undergraduates in their second or third…

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)

Focusing on students who are often referred to as "at risk," this book discusses the theory supporting whole language learning for all students and describes, in detail, the practical strategies used to help these students become readers and writers. The book, through its explanation of theory as well as presentation of individual…

This article examines issues in bilingual special education in the context of moving from a skills-based approach to a whole language approach. Classroom observations in a self-contained elementary classroom for students with learning disabilities revealed the role of the native language and background experiences, the teacher's role in assessing…

This resource book, compiled by the Society for Developmental Education (SDE), focuses on the child-centered classroom, providing articles and suggestions for strengthening child-centered education. The seven sections of the book are as follows: (1) "For Discussion," including debates on class size and inclusion; (2) "Readiness/Kindergarten,"…