Describes how three tutors helped an adult progress from a nonreader to a competent and enthusiastic reader, using an approach rooted in whole-language research and practice. (SR)

This book is an exploration of the crossroads of reader-response and second language acquisition theories and research as a foundation for practice. It provides a model for teaching with literature that supports language and literacy development for students learning English as a first or second language. The book is organized in three parts. Part…

Based on years of classroom observation, this book presents the thesis that powerful, critical, active, productive literacy can be achieved systematically, and regularly, with large numbers of the school population, if the principles currently known as the whole language approach are applied. The book is based on the assumptions that learning to…

Focusing on students who are often referred to as "at risk," this book discusses the theory supporting whole language learning for all students and describes, in detail, the practical strategies used to help these students become readers and writers. The book, through its explanation of theory as well as presentation of individual…

A study examined how one sixth-grade teacher's theoretical beliefs about literacy and biliteracy were reflected in her instructional practices. The subject taught in an English-Spanish bilingual classroom in a public school located in a neighborhood of low- to middle-class families in a large, southwestern city. Data included field notes…

The 43 manuscripts presented in this collection represent qualitative and quantitative studies, as well as papers that present literacy research, theory, and pedagogy. Papers in the collection include: "Family Uses of Literacy: A Critical Voice" (D. Madigan); "Intergenerational Literacy: Impact on the Development of the Storybook Reading Behaviors…

Examined teachers' beliefs on what constitutes developmentally appropriate literacy instruction. Three teachers were interviewed, observed during planning and instruction time, and asked to reflect on their beliefs and practicing. Through practice, they came to believe that appropriate literacy instruction involves a variety of instructional…

This paper discusses the origin and philosophy of the whole language movement, focusing on the learning theory, language attitudes, language acquisition, and reading processes employed by the approach. The roles of teachers, learners, parents, and student evaluation in the whole language approach are then examined. The paper then addresses how…