Raises issues related to the relationship between literacy practices and literacy philosophies and theories. Addresses the question of whether the "great debate" regarding literacy education can and should be resolved. (SR)

Responds to an article in the same journal that raises issues related to the relationship between literacy practices and literacy philosophies and theories. Suggests that the "great debate" regarding reading instruction cannot be resolved. (SR)

Responds to an article in the same journal that raises issues related to the relationship between literacy practices and literacy philosophies and theories. Recommends that educators get on with the business of teaching all students to read. (SR)

Comments briefly on two responses to this author's article in the same journal that raises issues related to the relationship between literacy philosophies and theories and literacy practices. Suggests that the "great debate" continue. (SR)

States that the beliefs and practices associated with holistic, child-centered teaching and literature-based reading instruction are being challenged at every turn. Finds that publishers have developed basals that purport to be all things to all people. Gives the history of basal reader development. Suggests that basal systems are being used as…

Reflects on the author's (an influential educator and researcher) lifetime of research and teaching, and on the influence of his research on literacy education at this moment in history. States that he believes his work has made a difference because it has struck a chord in the minds of teachers. (SR)

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,"…

Designed to be a resource to help educational practitioners, researchers, and other interested persons in the national and international community to understand terms used in contemporary and historical writings about literacy, this dictionary provides authenticated definitions of the technical terminology of the nature, study, and practice of…

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…

Twenty articles dealing with literacy published in the "American Annals of the Deaf" from 1996 to 2000 were reviewed. A movement away from the whole language approach to a more eclectic, analytic orientation was noted. Old problems in processing syntax continued. Questions regarding the value of captioning for deaf individuals with poor literacy…

Whole language, a theory of language instruction that was developed primarily in terms of helping children learn to read, has now been extended to middle- and secondary-school levels. Andragogy, the learning of adults, is a specific theory of adult education, conceived in contradistinction to pedagogy, the teaching of children. When these two…

Noting that reading instruction in the last years of the 20th century is still characterized by controversy, this book presents 18 essays that examine the best available research evidence about what is known--and what needs to be learned--about the teaching of reading and how children learn to read. Topics of the essays include whole language,…

Shows that, despite the pendulum swings from the 1930s to the present, reading-achievement levels have remained constant, and one-third of children do not learn to read well. Argues that reading is a multidimensional activity, and that a massive effort is needed to implement multidimensional curricula that empower all children by providing them…

Summarizes key characteristics of whole language. Theoretical views of learners, teachers, language, and curriculum are explicated. The strong research base for whole language is considered. Potential research on whole language classrooms is discussed. (BB)

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…