This literature review contends that whole-language approaches to reading are not well supported by scientific analyses of reading and reading instruction. The paper argues that whole language is not the preferred approach of outstanding primary and special education teachers, who favor instruction which balances decoding instruction and…

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…