Examines (from the perspective of developmental dialectics) the on-going debate between traditional instruction and whole-language advocates in reading. Provides an overview of the differences between the two camps. Outlines the reasons why whole-language approaches have increasingly been incorporated into classrooms. Speculates on how the debate…

A study examined two methods of reading instruction, the whole language literature-based approach and the traditional basal approach. Eighty teachers from four diverse school districts in two midwestern states were surveyed to find out which method was the most widely used. Results indicated that 84% of the 50 teachers who responded used a…

Debate regarding the teaching of reading as skills versus reading as securing ideas has been in evidence for some time. The "measurably stated objectives" philosophy emphasizes that the act of reading should be divided into specific skills in which the inherent component parts are identified and a highly detailed list of precise objectives are…

Results of this study supported the belief that whole language strategies and routines used in first grade classrooms will yield scores on traditional reading standardized achievement tests that are comparable or superior to those resulting from the use of basal reader programs. (Author/IAH)

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…

A study compared the writing development and ideas about writing of students in a whole language program with students in a skills-oriented program from the time they entered kindergarten to the end of the second grade. Subjects were 22 inner city students who completed second grade out of an original kindergarten cohort of 50 minority students…

Disputes the version of whole language presented by Michael McKenna et al. in the preceding article. Argues that whole language is an educational paradigm complete with theoretical, philosophical, and political assumptions and a congruent research agenda. Contends that "paradigm blindness" prevents critics from seeing the legitimacy of…

Examines the current rift in perspective between whole language arts and traditional language arts instruction by analyzing the basis of each view in research and theory. Suggests research developments that might alleviate the present impasse. Describes the need for new hypotheses, a variety of designs, improved instrumentation, and collaborative…

A 1-year naturalistic study examined the differences and similarities in the literacy experiences of second grade at-risk children in 2 different types of classrooms: 1 traditional and 1 whole language classroom. The purpose was to develop models of the 2 contrasted classrooms. The study sought to shed light on the probable causes accounting for…

The purpose of this study was to compare children's acquisition and use of reading strategies and their evolving stance toward reading in two instructional settings, skills-based and whole language. The authors used test-score and descriptive data to select case study children who represented a range of reading development, e.g., from emergent…

The whole language approach to reading instruction emphasizes a literature-based program rather than the traditional skills-related approach. The principles and practices of whole language have engendered both educational and political debate for the following reasons: whole language challenges the traditional educational power arrangement, giving…