A study investigated whether there was a relation between methods of language arts instruction and reading comprehension as measured by the Cloze-procedure. Subjects, 88 third-grade students in 4 classes (2 "traditional" and 2 "whole language") at 2 elementary schools in South Dakota, had their reading comprehension tested 6…

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)

Many Canadians are concerned about the quality of reading instruction in Canadian schools. Recent newspaper articles, research reviews, and newsletter articles reflect the nature of these concerns. The official instructional policy in a number of provinces as well as in a number of local school districts is based on a whole-language philosophy.…

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…

The biggest concern with whole language instruction lies in ignoring some of the obvious problems in implementation or denying that there could be any problems at all. Problems mentioned by Maryland reading supervisors involve: teacher competence; phonics/spelling/skills instruction; responses of whole language advocates when asked what direction…

Noting that recent changes in philosophy and classroom practices in teaching reading and writing have had a major impact on language arts instruction and have caused concern among some parents and teachers, this position paper urges a balanced approach that meets the needs of the children as well as the concerns of the community. An overview of a…

Replies to Carole Edelsky's response to the authors' article on the schism between proponents of whole language and traditional language arts instruction. Defends the questions posed by the authors' research agenda, and suggests that diverse research methodologies can be employed in tandem to address them. Calls for collaboration among…

Describes an intensive integrated art and language arts instructional program for first-grade at-risk children. Notes that a combination of whole language, language experience, and basal reading approaches. Finds a marked improvement in reading, writing ability, and language ability. (RS)

Explores the challenge of making the transition from a traditional basal-oriented language-arts program to a literature-based program. States that initiating a literature-based reading program requires an appreciation and grasp of the whole language philosophy. Offers suggestions for implementing this approach. (MG)

A study compared an integrated language arts reading program and a strong phonics basal reading program. Subjects were first graders from five eastern Greenbrier County schools in West Virginia. The control group consisted of students in 15 classrooms, during the 1994-95 school year, when a strong phonics basal reading program was taught and…

In response to a position paper that called upon the ministry of education in each Canadian province to provide a balanced selection to offerings on the province's authorized list of language arts textbooks, several ministries claimed that a balanced approach to teaching reading was being followed. A letter received from Alberta Education even…

Argues that typical language arts instruction for special education children is misguided because it emphasizes identifying and remediating deficiencies in individual children. Offers a model for teaching at-risk children that applies whole language principles and practices to meet the needs of special education students. (MG)

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…

Examines the current rift in perspective between whole language arts and traditional language arts instruction by analyzing the basis of each view in research and theory. Suggests research developments that might alleviate the present impasse. Describes the need for new hypotheses, a variety of designs, improved instrumentation, and collaborative…

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…