For 60 years, confusion and misinformation have reigned supreme whenever the subject of teaching phonics comes up for discussion. The paper considers various phonics programs, both old and new, and appraises their effectiveness. It also discusses works on phonetics by some well-known researchers and experts in reading, among them Frank Smith,…

This volume contains articles about writing, best practice, portfolio assessment, and technology, as well as original poetry and book reviews. Articles in the volume are: "Teaching Writing: Making Connections" (Eric Schott); "Empowering Teachers: A Success Story" (Sandra L. Krivak); "Bridging the Gap between the Classroom and Employment" (Linda C.…

This review of research on the use of whole language with students with hearing impairments identifies recurring themes, such as whole language is effective for students from a variety of backgrounds and age levels, and literacy development of deaf students exposed to a literate environment parallels that of hearing students. (JDD)

This book presents a debate between "reasonable" educators who either claim that there is evidence for the effectiveness of whole language, or who challenge the claim that whole language works across the broad spectrum of learners. The book presents the debate in the form of formal debate resolutions, opening "statements,"…

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…

This article examines the relevance of whole-language instruction with deaf children and concludes that, although this approach has many values, deaf children often need a more direct approach to acquire English literacy. Educators of the deaf are urged to be wary of adopting general education methods without careful evaluation with deaf students.…

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…

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 advantages of using a holistic language approach, its relationship to middle school theory, and guidelines for its implementation. Suggests that holistic language literacy approaches hold great promise for the middle grades. By integrating language skills and using real literature and authentic activities focused on students'…

The purpose of this review is to present an overview of the research literature relating to the acquisition of literacy. Its focus is on empirical studies that identify the processes underlying the acquisition of literacy, and the instructional strategies that are most effective in developing effective literacy. Its specific focus is on the…

This conference proceedings document contains 18 papers focusing on ideas and strategies for effective literacy instruction. Following opening remarks by Rita M. Bean, are four keynote addresses: "Toward Uncommon Sense Literacy Learning; Integrating Reading and Writing" (John Mayher); "Literacy Learning in At-Risk First…