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Black, Susan – Executive Educator, 1993
Teachers using the whole-language approach to reading instruction (instead of phonics readers and worksheets) claim this practice is child centered, allows student reading choices, develops the whole child, makes learning relevant, and promotes a lifelong love of learning. Whole-language teachers should adopt a transactional pedagogy and link…
Descriptors: Phonics, Primary Education, Reading Instruction, Student Responsibility

Garan, Elaine M. – Language Arts, 1994
Presents an ethnographic study of a first-grade whole-language classroom. Focuses on the teacher's philosophical evolution and the pivotal classroom interactions that served to translate her beliefs into practice. Notes that, even for a master teacher, the temptation to retain control was formidable. (RS)
Descriptors: Classroom Research, Empowerment, Ethnography, Grade 1
Crawford, Patricia A. – Teaching and Learning Literature with Children and Young Adults, 1997
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…
Descriptors: Basal Reading, Educational History, Literacy, Primary Education
Israel, Mindy – 1992
The whole language approach to reading instruction has been gaining the support of many educators and teachers, and the aim of this thesis is to show how this movement has gained its momentum. The first chapter of the thesis deals with the history of the whole language movement and provides an overview of the research literature that supports the…
Descriptors: Emergent Literacy, Kindergarten, Literature Reviews, Primary Education
Osborne, Nick – 1994
Noting the importance of whole concept learning as opposed to fragmented non-meaningful facts, this paper presents a unit of study on animal habitats that is geared for a first-grade whole-language classroom in the later stages of the year. The major objective of the unit presented in the paper is for students to be able to identify the habitats…
Descriptors: Animals, Class Activities, Grade 1, Habitats
Moats, Louisa Cook – 2000
This position paper contends that the whole language approach to reading instruction has been disproved by research and evaluation but still pervades textbooks for teachers, instructional materials for classroom use, some states' language-arts standards and other policy documents, teacher licensing requirements and preparation programs, and the…
Descriptors: Position Papers, Primary Education, Public Schools, Reading Instruction

Language Arts, 1991
Interviews Marilyn Jager Adams about her book "Beginning to Read: Thinking and Learning about Print." Discusses the critical issues of phonics versus whole language and what she hopes teachers will gain from the book. (MG)
Descriptors: Beginning Reading, Emergent Literacy, Interviews, Phonics
Lurin, Brenda – 1994
This paper presents a historical overview of research supporting whole language, discusses how the research is applied in kindergarten and first grade, and suggests new directions for whole language. The first part of the paper situates the whole language movement historically and offers a perspective of past research that supports the whole…
Descriptors: Class Activities, Grade 1, Kindergarten, Literature Reviews

Siera, Maureen; Combs, Martha – Reading Horizons, 1990
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)
Descriptors: Basal Reading, Beginning Reading, Classroom Techniques, Grade 1

Levande, David I. – Reading Improvement, 1989
Investigates whether teachers behave in ways consistent with their theoretical orientation to reading during reading instruction. Finds that a majority of the teachers did not teach reading in a manner consistent with their self-reported theoretical orientation. (RS)
Descriptors: Classroom Research, Educational Philosophy, Phonics, Primary Education

Mergendoller, John R.; Sacks, Colin H. – Teaching and Teacher Education, 1994
Reports a study that examined the usefulness of concept maps for detecting differences in kindergarten teachers' theoretical orientation (whole language versus phonics). Results revealed that content but not structure measures differentiated whole language from phonics teachers. Concept maps proved useful in measuring teachers' theoretical…
Descriptors: Educational Theories, Elementary School Teachers, Kindergarten, Literacy Education
Feng, Jianhua; Etheridge, George W. – 1993
A descriptive study used survey methodology to determine first-grade teachers' theoretical orientations toward reading and students' attitudes toward reading, as well as structured classroom observations to describe teachers' reading instructional practices. Subjects, 259 of the 428 first-grade teachers (61%) in 94 elementary schools of a large…
Descriptors: Elementary School Teachers, Grade 1, Phonics, Primary Education
Bruneau, Beverly J.; Ambrose, Richard P. – 1989
This study explored the perceptions of whole language instruction held by a group of teachers of young children. Four questions framed the study: (1) How do teachers of young children define a whole language program? (2) What kind of whole language activities have the teachers tried in their classroom, and how did teachers feel about the outcomes…
Descriptors: Educational Research, Emergent Literacy, Holistic Approach, Integrated Activities

Hollingsworth, Paul M.; And Others – Reading Research and Instruction, 1990
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)
Descriptors: Classroom Environment, Grade 1, Instructional Effectiveness, Primary Education
Freppon, Penny A. – 1992
A study investigated how a teacher managed her whole-language instructional approach within the constraints of the district skills-based evaluation program. Data gathering and analysis took place over a 5-month period in a first-grade urban midwestern classroom. Data included field notes, interviews, artifacts, and classroom observations. The…
Descriptors: Alternative Assessment, Classroom Research, Elementary School Teachers, Evaluation Methods
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