This response to Gersten and Dimino (EC 606 357) claims that their paper: (1) does not emphasize the considerable research literature associated with both the whole language and direct instructional approaches; (2) does not help teachers make balanced instructional decisions; (3) focuses on extreme positions; and (4) considers motivation only in…

Reexamines the pros and cons of traditional basal reader and literature-based reading programs and those based on the whole language approach. Compares and contrasts classroom teaching methods, goals, and some outcomes. Includes Venn diagram showing overlap and divergence of whole language, literature-based, and traditional basal methods. (ET)

A case study examined the decision-making process that impelled a teacher to change her literacy instructional practices and the change process she went through when adopting new practices. The teacher (who has taught first grade for 5 years at an elementary school in a large Caribbean island school district) volunteered to try whole language…

Explores the challenge of making the transition from a traditional basal-oriented language-arts program to a literature-based program. States that initiating a literature-based reading program requires an appreciation and grasp of the whole language philosophy. Offers suggestions for implementing this approach. (MG)