States that the beliefs and practices associated with holistic, child-centered teaching and literature-based reading instruction are being challenged at every turn. Finds that publishers have developed basals that purport to be all things to all people. Gives the history of basal reader development. Suggests that basal systems are being used as…

Examines the relationship between instructional practices which teachers use and current theories of literacy development. Shows that the "fit" between current theories of literacy development and the traditional basal approach is inadequate. Addresses the role of critical thinking in transforming teachers' perspectives about the reading process…

Reports on a three-part study comparing the effects of whole language practice versus traditional basal instruction on children's reading attitudes. Finds no evidence that the whole language philosophy offers inevitable advantages over traditional instruction in building students' attitudes toward reading. Suggests that how individual teachers…

Identifies elementary classroom teachers' awareness of whole language and basal reading terms. Finds that teachers were more aware of basal reading terms. Finds that university/college course was the highest reported source of awareness with each of 30 survey terms. (RS)

Shares experiences of two first grade teachers who were beginning to make a transition from basal reading to a more holistic approach. Suggests that, although teachers are in transition from basals to more holistic approaches, some incompatible and contradictory elements will exist. (MG)

Like so many slogans, "Whole Language" is a dangerous term because its meaning varies with each educator. Whole Language is not a method of teaching, nor is it a program; it is a philosophy or viewpoint. Nine major characteristics of a Whole Language approach as culled from a variety of sources, with most agreed upon by a majority of…