The current global trends demand that we remain conscious of how distinct norms in groups we affiliate with affect decisions. Among developmental aspects, childhood language acquisition depends heavily on epigenetic interactions between the innate and the immediate environment (Sinha, 2017). This explanatory sequential mixed methods study explored…

This paper analyzes whole language and code-based skills approaches in early literacy and the specific patterns of interaction present in both approaches. Nineteen hours of video data were coded to analyze the nature of whole language versus code-based skills instruction and document the allocation of time spent on each approach in a reading…

The purposes of this study are: (1) to investigate students' perceptions of computer-assisted whole language instruction; (2) to examine the effectiveness of whole language instruction on students' reading improvement; and (3) to determine the difference between basic-level and advanced-level students' improvement in reading skills. A total of 212…

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)

Papers on the whole language approach in bilingual education include: "Whole Native Language Instruction for Limited-English-Proficient Students" (Angela L. Carrasquillo); "Communicative Competence and Whole Language Instruction in the Foreign Language Secondary School Classroom" (Rita Acuna-Reyes); "Literacy, Language, School, and Community: A…

This collection of papers includes: "Language Learning Motivation: The Student, the Teacher, and the Researcher" (Robert C. Gardner); "The Self-Reported Perspectives Regarding Academic Writing among Taiwanese Graduate Students Specializing in TEFL" (Robert Johanson); "Contradictions, Appropriation, and Transformation: An…

Describes six projects conducted in a language arts classroom using a whole-language approach. Notes how students responded with eagerness, responsibility, and success. (SR)

Considers different responses of two third-grade bilingual students to an English whole-language literacy curriculum. Examines how the students resisted, appropriated, and/or internalized a whole-language curriculum. Discusses the relationship between student curricular interactions and their literacy development. (SC)

The guide provides adult literacy teachers with background information in adult learning and the performance-based approach to literacy education. The first section reviews theory and research on adult learning, including the factors affecting learning (language background, expectations, gender, learning styles and modes, age and health,…

A month-long study examined students' attitudes toward aspects of a specific reading workshop based on the whole language theory of instruction. Of the 23 students in a fifth-grade classroom, 11 became part of the experimental group who participated in the process which incorporated four primary aspects of language arts: reading, writing,…

This paper describes the whole language approach to literacy education in the context of teaching adults. Information is drawn from literature and from interviews with teachers and literacy students. Topics covered include the following: whole language--a framework, learning language, learning through language, learning about language, what people…

This descriptive study looked at the provision of differentiated language arts instruction for gifted students by means of whole language instruction approaches in regular classes. Two classrooms in each of two elementary schools were identified as exemplary whole language classrooms and each contained several students identified for school gifted…

A study was conducted to determine the appropriateness of a particular whole language program, entitled "Project Victory," designed specifically for a group of high-risk, seventh-grade students in a predominately urban intermediate public school. Subjects were 20 students identified as high-risk by their school district on the basis of…

The 30 papers presented at Wake Forest University's 1997 Annual Research Forum (Winston-Salem, North Carolina) are as follows: "To Sprint or Crawl: The Effect of Classroom Activities on Student Behavior: (R. Allen); "Generating Good Grammar: Traditional and Whole Language Approaches" (D. Alexander); "Effective Teaching…

Describes, in a high school student's own words, how whole language and authentic writing helped the student move from wanting to drop out to wanting to become a writer. (SR)