Reviews the literature relative to the theory and practice of literature-based reading instruction. Cites studies that support a holistic, literature-based approach to reading instruction. Suggests that more studies are needed relative to the implementation of literature-based reading programs. (PRA)

Examines the degree to which whole language practices have become a part of reading instruction offered by first grade teachers in six school districts. Finds that teachers spent less than 10 percent of the reading instructional time engaged in practices which could be considered in agreement with whole language theory. (MG)