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Peer reviewedCullinan, Bernice E. – Language Arts, 1992
Reflects on the role of literature in reading instruction. Reviews briefly research on whole language. Discusses the problems and promises of the whole-language approach and the use of children's literature in the classroom. (RS)
Descriptors: Childrens Literature, Elementary Education, Reading Instruction, Reading Materials
Hanson, Richard; And Others – Journal of the Wisconsin State Reading Association, 1991
Outlines four ways in which reading and writing are related. Identifies eight actions teachers should take to enhance literary development in their classrooms. Suggests two initiatives that teachers might take to enhance literacy in homes, schools, and communities. (PRA)
Descriptors: Elementary Secondary Education, Reading Instruction, Reading Teachers, Reading Writing Relationship
Morretta, Teresa M.; Ambrosini, Michelle – 2000
Embracing aspects of both whole language and explicit instruction, this book discusses the creation of dynamic learning environments in which students discuss books, write for authentic audiences, and become published authors. Chapter 1 defines explicit instruction and whole language and discusses a combination approach, and it also includes a…
Descriptors: Language Arts, Middle School Students, Middle Schools, Reading Instruction
Peer reviewedJohnson, Betty; Stone, Eric – Contemporary Education, 1991
Discusses whole-language learning in Indiana classrooms, its philosophical origin and appropriate educational environment. The article offers a set of beliefs about whole-language teaching and presents guidelines to help schools restructure their thinking about the curriculum and learning climate. (SM)
Descriptors: Classroom Environment, Educational Change, Elementary Education, Guidelines
Woronowicz, Stephanie A.; McInnis, Brenda J. – 1991
This booklet discusses the "whole language" approach to language instruction, which teaches students "from whole to part" through the integration of the language processes of reading, writing, speaking, and listening with an emphasis on meaning and purpose. The booklet explains what whole language is, describes its use in the teaching/learning…
Descriptors: Educational Strategies, Elementary Education, English Instruction, Evaluation Methods
Peer reviewedSmith, Patricia Gannon – Contemporary Education, 1991
Discusses the role of the intermediate whole-language teacher, including creating a proper environment, emphasizing meaning, encouraging risk taking, providing sufficient learning time, focusing on students, encouraging collaboration, using whole pieces of language, using the best literature, teaching skills in context, evaluating, and integrating…
Descriptors: Classroom Environment, Intermediate Grades, Reading Instruction, Reading Writing Relationship
Peer reviewedWaterman, David C. – Contemporary Education, 1991
The article explores the creation of whole-language learning, examining educational reform since the 1950s. It presents descriptions of whole-language learning, noting confusion about its definition and debating whether it is a reaction to poor reading and language arts teaching or response to criticisms of teaching since the 1950s. (SM)
Descriptors: Educational Change, Educational Improvement, Elementary Education, Language Arts
Peer reviewedGrindler, Martha; Stratton, Beverly – Ohio Reading Teacher, 1991
Discusses the part reading and writing play in the whole language approach. Offers 11 recommendations to help teachers provide a functional approach to language development. (MG)
Descriptors: Classroom Techniques, Elementary Education, Reading Instruction, Reading Processes
Heller, Mary F. – Kansas Journal of Reading, 1991
Contains a vignette of a second grade classroom in which a whole language approach is used to teach reading and writing. Defines and describes whole language theory, practice, and goals. Offers guidelines to facilitate the process of changing from the basal to the holistic approach. (PRA)
Descriptors: Childrens Literature, Grade 2, Integrated Activities, Primary Education
Peer reviewedMcCoy, Linda Jones; Hammett, Victoria – Reading Horizons, 1992
Describes whole-language activities (including using predictable books and rewriting of literary and poetic patterns) used for teaching reading and writing in a Kansas middle school. (PRA)
Descriptors: Class Activities, Junior High Schools, Middle Schools, Reading Instruction
Download full textSchnelle, Linda; Riley, James D. – 1991
Guided story invention is a strategy for whole language instruction. The strategy stimulates construction of story and storylike passages, and incorporates: (1) student knowledge of story structure; (2) the reading and writing of meaningful text; (3) a focus on meaning as a function of teacher coaching; and (4) encouragement of self-monitoring of…
Descriptors: Discussion (Teaching Technique), Grade 2, Primary Education, Reading Instruction
Christensen, K. Eleanor – 1990
Whole language represents only one of many good concepts about teaching reading to children, but it is not for everybody. Because whole language is a philosophy rather than a specific method, educational practitioners can incorporate different aspects of this philosophy to different degrees. If teachers think of a continuum of theoretical bases…
Descriptors: Beginning Reading, Classroom Environment, Educational Philosophy, Elementary Education
Peer reviewedAaron, Ira E.; And Others – Reading Teacher, 1990
Provides opinions of five eminent educators on a variety of issues in literacy education including phonics, emergent literacy, reading and writing relationships, whole language, and defining literacy. (MG)
Descriptors: Childrens Literature, Elementary Education, Holistic Approach, Literacy
Peer reviewedStaab, Claire F. – Reading Teacher, 1990
Describes one morning's reading and writing activities in a first grade classroom to provide an example of how one whole literacy teacher mediates children's learning. (MG)
Descriptors: Class Activities, Emergent Literacy, Grade 1, Primary Education
Peer reviewedThomas, Karen F.; Barksdale-Ladd, Mary Alice – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1994
Outlines the potential for using whole language for remediation of reading disabilities. Criticizes current approaches to remediation. Discusses six principles of whole language instruction that are effective for remediation. Describes four whole-language programs that have successfully remediated students. Suggests alternative assessment…
Descriptors: Alternative Assessment, Higher Education, Program Descriptions, Reading Instruction
