This paper reviews the history of whole-language versus code-emphasis approaches to reading instruction. The paper concludes that students with severe learning disabilities may learn to read in a whole-language, mainstream classroom, if provided with supplemental instruction, a variety of instructional techniques, and appropriate intensity and…

Discusses the long-standing tension between code emphasis and meaning emphasis approaches to reading instruction. The swing from phonics to whole language and back again is described. Collaboration between remedial specialists and regular education teachers to reduce the incidence of children who require special help is urged. (Author/CR)

A survey was undertaken to provide a profile of current reading programs in juvenile correctional facilities. Data were gathered to determine whether "illiterates" exist in the juvenile correctional facilities; if oral comprehension is better than reading comprehension; what approaches and strategies are used for teaching word…