Background: In the context of the ongoing crisis in early reading literacy in South Africa, this article gives insight into teacher practices which reduce learners' opportunities to read continuous text for meaning. Aim: This ethnographic study investigated the microcosm of teacher practices in well-resourced environments. Setting: A purposive…

The purpose of this study was to examine how my reading instruction had been situated within my school's literacy program. As a way to investigate this study, I employed qualitative teacher research. I used reading theory (Whole Language and Direct Instruction) as the analytical lens for my analysis. The results illustrated how the Direct…

Whole language versus phonics: the debate rages on over the proper techniques for teaching reading. Whole language is a child-centered, literature based approach to language teaching that will immerse the students in real communication. The reasons placed behind whole language teaching are based on linguistics, pedagogy, and psychology. In the…

Presents five grouping patterns for whole-language classrooms, intended to provide children with flexibility and complement other approaches to organizing instruction: shared reading, sharing meetings, literature circles, skill groups, and strategy groups. (SR)

This article describes a whole language support group that evolved from the efforts of two teachers to implement the whole language approach to reading. A list of whole language support groups for teachers and of networking newsletters is included. (IAH)

Describes the Reader's Workshop and the Focused Study Reading Workshop. Offers them as a way to accommodate the characteristics of individuals, to respect the knowledge of readers who are at earlier stages of reading development, to establish a system which teaches problem solving, and to provide for active child involvement and ownership in the…

Explores four misconceptions about the whole-language approach and attempts to replace them by grounded realities associated with whole language. (MG)

Discusses the whole-language philosophy and its view of language, learning, and teaching. Discusses the whole-language view of the relationship between students and teachers and the holistic approach. (PRA)

Answers the five following common objections to the whole language approach: Haven't we tried this all before? What will happen to the child if some teachers use whole language and others don't? Where does the teacher find the time to do all this? Where's the proof that it works? and And what about the future? (PRA)

Presents instructional strategies that integrate syntax instruction with literacy instruction, while maintaining the integrity of language and the literacy process. Discusses using authentic texts and keeping the literacy process whole, manipulating sentence structures in context, and revising linguistic priorities. (SR)

In state legislatures and school boards around the country, the approach and the quality of reading instruction are under attack because of a decline in reading scores. The best reading instruction draws on the strengths of different philosophies. School boards should encourage schools to teach both phonics and the whole-language approach. (MLF)

Describes professional development program in Ontario school district to improve student reading and writing skills. Program used food-pyramid concepts to help teacher learn to provide a balanced and flexible approach to literacy instruction based on student needs. (PKP)

US government mandates to implement intensive phonics instruction in elementary classrooms invoke an alleged scientific superiority of this approach over more meaning-centered models. But curiously absent from this scientific enterprise is a study of the phonics system itself. Advocates of intensive phonics have not demonstrated that the commonly…

Whole language is a response to the increased knowledge base about language, literacy, and learning. Whole language educators believe that teachers should have direct access to this knowledge base and be supported in their efforts to use it to inform instructional decisions. This response stands in contrast to more traditional responses in which…

Several reading experts comment on the whole language approach to teaching reading and on the whole language debate. Topics include definitions of whole language, characteristics, justifications, shortcomings, and critiques. (IAH)