This article introduces a special section on the whole-language approach. The five articles discuss whole language's roots, whole language in the classroom, two schools that have embraced whole language, and whole-language resources. (SM)

Describes the following research-based whole language instructional strategies: predictions as a prereading activity; "webbing" words or ideas around a specific topic; shared writing; journal writing; vocabulary development; clustering synonyms as a way of approaching new vocabulary; context clues; analogies; definition maps; and reading…

Teaching grammar to deaf and hard-of-hearing students within a whole-language perspective involves recognition of students' developmental needs and the needs of the task. Strategies for teaching grammar include comparing student work with standard writing; identifying and classifying nouns and verbs; clarifying the roles of modifiers; and building…

Describes a whole language approach to teaching reading comprehension using novels, essays, and short stories. Considers the shortcomings of lab classes and reading textbooks; curriculum goals and criteria; the use of ability groupings, testing, and placement; textbook selection; and teaching strategies emphasizing verbal interaction, writing,…

Holistic approaches to remedial reading can be effective in promoting the reading growth of poor readers. Learning to read is most effective when it occurs in a context of functional and meaningful literacy activity. In order to create such a context students need to be engaged with real texts in a search for meaning. Repeated readings, taped…

Presents an annotated list of associations, organizations, book publishing companies, children's bookstores, magazines, catalogs, and hot lines that can provide elementary and secondary teachers with more information on the whole-language approach to teaching and learning. (SM)

Presents writing warm-up activities to help elementary students develop and polish their language skills. The warm-up activities focus on detail, descriptive dialog, memory writing, titles, punctuation, and vocabulary enhancement. The activities provide choices, present important ideas, and foster collaboration, responsibility, and trial and error…

This digest discusses some of the ways children develop functional phonics knowledge in the context of authentic reading and writing, as well as some of the ways teachers can foster such development. The digest suggests that children develop phonics knowledge by: having familiar stories or poems read to them repeatedly; discussing letter/sound…

This article identifies the student at risk in reading, defines whole language philosophy, and gives examples of whole language instructional strategies that address the needs of the at-risk reader. These strategies include teacher modeling of reading and writing, student choice of reading materials, providing time to read, and developing thematic…

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…

The article describes how to teach skills strategically in whole-language classrooms. It discusses differences between skills and strategies and notes how to move from skill to strategy. A section on teaching phonics examines phonics charts and personal phonics booklets; suggests an order for teaching phonics. (SM)

Explains how elementary teachers can help students understand onomatopoeia, suggesting that they define onomatopoeia, share examples of it, read poems and have students discuss onomatopoeic words, act out common household sounds, write about sound effects, and create choral readings of onomatopoeic poems. Two appropriate poems are included. (SM)

This article discusses applications of the Cloze whole language technique for teaching reading to deaf students. Techniques described include using Cloze questions in shared reading, predicting language in written text, solving Cloze exercises with teamwork, working with minimal clues, predicting in patterns, and using Cloze techniques for…

Presents strategies for teaching elementary students about ratio and measurement. Primary students read and discuss a story that involves measurement, then write letters of advice to one of the characters. Intermediate students read the story, write and share letters of advice, discuss the benefits of standard measures, and measure themselves. (SM)

This paper describes the process of training teachers of students with hearing impairments to use whole-language teaching methods. The paper discusses success with whole language, resistance to whole-language methods, effects on students, effects on teaching, and advice to other trainers. (JDD)