Spelling instruction for students with deafness is examined in the context of the whole-language approach. Stages in the development of spelling ability are identified, and five strategies for young writers are suggested. (DB)

Uses the philosophy of Taoism as a metaphor in describing the whole language approach to language arts instruction. The discussion covers the key principles that inform the whole language approach, the resulting holistic nature of language programs, and the role of the teacher in this approach. (16 references) (CLB)

This article presents the whole-language approach as an environment that is particularly suitable for students with learning disabilities. This approach can allow students control over their learning, encourages them to experiment and take risks in their learning, promotes self-monitoring strategies, and enhances memory. (SW)

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…

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…