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Whole Language in the Play Store.
Peer reviewed Peer reviewed
Fields, Marjorie V.; Hillstead, Deborah V. – Childhood Education, 1990
The concept of whole language instruction is explained by means of examples from a kindergarten unit on the grocery store. Activities include visiting the supermarket, making stone soup, and creating a grocery store. Activities teach reading, writing, oral language, phonics, and word recognition. (DG)
Descriptors: Early Childhood Education, Experiential Learning, Food Stores, Pretend Play
Literacy Development in a Multilingual Kindergarten Classroom.
Peer reviewed Peer reviewed
Abramson, Shareen; And Others – Childhood Education, 1990
Whole language activities promote the English literacy development of young children with limited English proficiency. Teaching strategies for promoting whole language development include (1) content-specific instruction; (2) scaffolding; (3) caretaker speech; (4) wait time; (5) peer interaction; and (6) cultural relating. (DG)
Descriptors: Bilingual Education, Emergent Literacy, English (Second Language), Kindergarten Children
Professional Books.
Peer reviewed Peer reviewed
Gilstrap, Robert L.; And Others – Childhood Education, 1995
Reviews "Thematic Units: An Integrated Approach to Teaching Science and Social Studies" (Fredericks, Meinbach, and Rothlein); "Using Poetry across the Curriculum: A Whole Language Approach" (Chatton); "Getting Down to Cases: Learning to Teach with Case Studies" (Wassermann); "Phonic Phacts" (Goodman); and "English As a Second Language: 25…
Descriptors: Case Studies, English (Second Language), Phonics, Poetry
Kid's Eye View of Reading: Kindergartners Talk about Learning How to Read.
Peer reviewed Peer reviewed
Edwards, Linda H. – Childhood Education, 1994
Examined a kindergarten teacher's implementation of a whole-language program and her students' responses to questions about reading, such as, Can you read? What can you read? What is reading? and When did you learn to read? Seventy-five percent of the children indicated that they had learned to read during kindergarten or when they were…
Descriptors: Childhood Attitudes, Early Childhood Education, Early Reading, Emergent Literacy
Holistic Language Learning at the Middle Level: Our Last, Best Chance.
Peer reviewed Peer reviewed
Myers, John W; Hilliard, Robert D. – Childhood Education, 1997
Discusses the advantages of using a holistic language approach, its relationship to middle school theory, and guidelines for its implementation. Suggests that holistic language literacy approaches hold great promise for the middle grades. By integrating language skills and using real literature and authentic activities focused on students'…
Descriptors: Class Activities, Classroom Techniques, Elementary Education, Emergent Literacy
A Tale of Two Teachers (or How Our Children Led Us into Whole Language).
Peer reviewed Peer reviewed
Gothard, Heather M.; Russell, Suzanne M. – Childhood Education, 1990
Presents two kindergarten teachers' accounts of the use of the whole language approach to children's learning in class. Describes the reading of a children's book to a public kindergarten class and the subsequent literacy-related activities. (BB)
Descriptors: Beginning Reading, Childrens Literature, Class Activities, Holistic Approach
Developmentally Appropriate Practice. ERIC/EECE Report.
Peer reviewed Peer reviewed
Cesarone, Bernard – Childhood Education, 1998
Annotates selected ERIC documents and journal articles discussing issues related to developmentally appropriate practice (DAP). Topics include DAP in early childhood and elementary settings and regular and special education, the current debate regarding DAP and multicultural education, student evaluation, teachers' and parents' beliefs regarding…
Descriptors: Annotated Bibliographies, Classroom Environment, Developmentally Appropriate Practices, Early Childhood Education