Focusing on the whole language and the direct instructional approaches, this pamphlet summarizes research on teaching and learning spelling. The pamphlet notes that the goal of the whole language approach to spelling instruction is to produce competent, independent spellers who learn through use and express their progress as increasingly…

A primary-grade teacher describes how she uses singing to teach phonics in her classroom. Notes how children are helped to integrate the three cuing systems of language--semantic, syntactic, and graphophonemic--as they read and sing together. (ET)

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…

In this practitioners' guide, a recognized reading expert explains how educators, parents, and concerned citizens can spot ineffective reading programs that may hide under the "scientifically-based" banner. Although the term "whole language" is not commonly used today, programs based on its premises remain popular. These…

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…

There is considerable research evidence to suggest that (1) literature has a positive effect both on reading achievement and attitude toward reading; and (2) the use of a literature-based program is an effective alternative to the traditional basal reading approach. The majority of studies concluded that the literature-based approach produced…

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…

Discusses the importance of using letter writing to promote whole-language learning. Suggests ideas and actions, and provides examples of children's literature that uses the letter format, to weave letters and letter writing into the whole-language curriculum. (BAC)

Holistic teaching in secondary school English helps avoid subject matter isolation and fragmentation. It involves exposing students to forthcoming information, covering subject matter, and following up on information presented. It engages the whole student, creating effective communicators who think critically and comprehend written and spoken…

Use of classic book units with gifted elementary students is described as an interdisciplinary approach to stimulating student interest. Sample activities are offered from a unit on Mark Twain's "Huckleberry Finn," with linguistic, artistic-creative, scientific, mathematical, and socio-leadership activities, classified as application,…

Discusses ways that whole-language teachers can address the concerns raised by administrators, parents, and other teachers about the physical environment and noise level in the classroom. Notes that teachers using whole-language approaches often need to explain and justify their expertise and teaching methods to individuals not familiar with the…

Spelling instruction for students with deafness is examined in the context of the whole-language approach. Stages in the development of spelling ability are identified, and five strategies for young writers are suggested. (DB)

This paper discusses the history of U.S. reading instruction; instructional approaches and learning processes; the whole language view of literacy acquisition; promoting literate behavior through reading to or writing with children, shared reading, and guiding children's reading/writing; and use of the whole language approach with…

Describes how elementary teachers can get good results using invented spelling in the classroom. The article presents the history of invented spelling and whole-language learning, then explains how to use core word lists, avoid sloppy drafts, conduct conferences, teach spelling effectively, and create a balance between writing and spelling. (SM)