This paper discusses major principles characterizing the whole language philosophy of teaching and learning; assumptions of the mechanistic and relational paradigms; whole language practices such as the Shared Book Experience and Reading Recovery for helping students with reading difficulties; and the potential of whole language for developing…

Applies principles of whole-language instruction to the teaching of sign language skills. Emphasis is on the holistic use of sign language in natural communicative situations. Some materials for this approach to sign language instruction are suggested. (DB)

This paper describes development of the whole language movement and the writing-process movement. It outlines 10 principles shared by both movements, such as the role of prediction, function before form, and integrated use of cuing systems. Implications for language specialists working with language-disordered students are addressed. (JDD)

This paper reviews the literature on the teacher's role in mediating learning for students with learning disabilities in whole language instructional programs, with specific emphasis on teaching students the parts of language and generalizing this knowledge to various contexts. Principles identified in the review include the following: the dynamic…

The essential theories underlying the whole language approach require individual teachers to examine their assumptions about teaching and learning and to undergo a major paradigmatic shift that requires a new set of assumptions. One of the principal tenets of whole language is that the classroom teacher becomes an autonomous professional. This…

The 13 essays in this book examine the theory of constructivism in relation to teaching and learning. The first section provides an account of the epistemological, psychological, and sociocultural research that serves as the theoretical basis of constructivism, and includes the following chapters: "Introduction: Aspects of Constructivism" (Ernst…