Studies the attitudes toward reading as a sex-role appropriate behavior in classrooms using basal reading instruction or the whole language approach. Suggests that the nature of instruction has a significant effect on boys' view of the sex-role appropriateness of reading and writing. (MG)

Results of this study supported the belief that whole language strategies and routines used in first grade classrooms will yield scores on traditional reading standardized achievement tests that are comparable or superior to those resulting from the use of basal reader programs. (Author/IAH)

Noting that teachers have expressed a need for more information on how they can incorporate whole language into their classrooms, this paper describes ways of combining whole language techniques in a program that continues to use the basal reader. The paper first offers a brief view of the basic steps often used to incorporate predictable books…

Finds four major unresolved issues, according to state legislators: (1) assessment of students' reading progress; (2) whole language versus basal approaches; (3) use of tradebooks in place of basals; and (4) whether at-risk readers should spend increased time reading or practicing isolated reading skills. Suggests that legislators lack sufficient…

Reexamines the pros and cons of traditional basal reader and literature-based reading programs and those based on the whole language approach. Compares and contrasts classroom teaching methods, goals, and some outcomes. Includes Venn diagram showing overlap and divergence of whole language, literature-based, and traditional basal methods. (ET)

Survey examined 1,244 elementary principals' understanding of current issues in elementary reading instruction and information sources they used to learn about issues. Principals reported awareness of current reading issues. They did not have enough confidence in their understanding of issues to give a reasoned rationale for taking one particular…

This article discusses ways to teach low vision students to read braille, including both parallel instruction (the student learns to read print and braille simultaneously) and nonparallel instruction (the print-reading student learns braille). The following approaches are briefly described: basal reader, language experience, whole language,…

A practicum aimed to reduce overreliance on the basal reading program in grade 1 of the elementary school. It also endeavored to provide teachers with quality choices to enhance and enrich their reading/writing programs. Five workshops were designed to meet the specific needs of a public school district located on the northeastern seaboard which…

The whole-language approach to reading interrelates different language arts and uses children's experience as the basis for reading materials. The Success Language Arts program promotes growth of knowledge in various academic disciplines while developing students' reading and writing abilities. The program eliminates basal readers and allows…

This study examined reading instruction and its effects in schools with two different philosophical stances (process and traditional approaches to reading). Observations of six classes, three using traditional and three using process approaches, indicated that there were far more similarities than differences. Differences in school philosophy made…

Identifies factors, both helpful and obstructive, influencing teachers' transition from basal to a whole-language curriculum. Observations from two first-grade classrooms and interviews with school principals and two classroom teachers (one whole-language veteran and the other in transition into whole language) are evaluated. (GLR)

Study explored differences in conversational power by comparing discourse in whole language and traditional basal second-grade classrooms. Researchers compared the contextual setting and discourse of rug-time during reading instruction in the classrooms. Results suggested two contrasts between teachers' rug-time discourse: imposed versus generated…

Offers primary school teachers, supervisors, in-service specialists, and administrators guides for improving language instruction using a model that values teachers' professional judgment and encourages change in small, comfortable steps. These guidelines are used in the Tennessee State Department of Education Whole Language Pilot Project designed…

The relationship between type of reading instruction (whole language or basal) and reading comprehension as measured by the California Achievement Test (CAT) was investigated. Nineteen third- and fourth-grade teachers from school 5 districts in North Carolina took part in the project with 215 students in the basal group and 200 students in the…