This article describes an unconventional method to teach un-contracted braille reading and writing skills to students who are blind and have additional disabilities. It includes a keyboarding curriculum that focuses on the whole language approach to literacy. A special feature is the keyboard that is adapted with braille symbols. Un-contracted…

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)

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)

Reviews some of the benefits of the whole-language philosophy. Discusses the importance of systematic direct instruction, defining it and presenting arguments for including it in the classroom. Urges building bridges between whole-language and more traditional approaches. (PRA)

A recent study comparing whole language and skills-oriented instruction found that students in whole language classes spent more time on cognitively complex literacy tasks. Educators need to balance the use of narrative and expository text, integrate subject matter areas, and use a variety of instructional grouping strategies. Includes 10…

This article presents an interview with two experts in whole-language instruction (Patricia Tefft Cousin and Margaret Richeck) and then offers a commentary section that provides another perspective of the whole-language method, concluding that children with learning disabilities need many types of instruction. (JDD)

Contains an interview with Patricia MacLachlan, former teacher and author of the award-winning novel "Sarah, Plain and Tall" about her views on the latest trends in teaching reading and writing to children. (TB)

Unless educators can learn from past extremes, the current emphasis on literature and whole language instruction may undermine phonics and other necessary principles. Fortunately, a reborn emphasis on writing will assist the development of accurate decoding and stress the phonemic structure of language. Educators must embrace "best" trends and…

Reading and writing at one New Hampshire school district are considered integrated processes. Writing generates an enthusiasm for reading, and reading creates the impetus for writing. Whole language instruction has produced high reading comprehension scores, an increase in book-reading quality and quantity, and a dramatic drop in special education…

Argues that teachers must find ways to create a nurturing environment where feelings of self-worth are fostered and where intellectual curiosity and enjoyment of learning are developed. Contends that reading and writing should be taught in a way that fosters the development of autonomy in children. (MDM)

Explicates the principles underlying whole-language theory and practice to reduce misunderstandings and misapplications and to help teachers of students with learning disabilities provide rich literacy learning experiences for their students. (RS)

Discusses the whole-language teacher's role in the development of children's writing and creating a positive writing environment in the classroom. (MG)

Noting that most educators would agree that whole language no longer looks the same, this book collects eight articles written by whole language advocates and practitioners from New Zealand, Australia, and the United States that focus on the changes, growth, and development that have occurred in whole language both in philosophy and practice. They…

A whole-language instructional approach is presented for use with students with learning disabilities. Teacher behaviors are outlined, including demonstrating, expecting success, and responding to students. Learner behaviors are also discussed, such as using language in natural situations, making approximations in their learning, taking…

Presents reactions of provinces to position paper issued by the Canadian Psychological Association advocating a balanced approach to teaching reading. Reiterates position that whole-language programs be supplemented with phonological awareness exercises beyond those using initial word sounds to recognize words. Describes a booklet produced with…