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)

Presents a discussion of the ideas that are central to the concept of literature-based reading instruction. Reviews the theory, gives insights from reading research, stresses the importance of literature in the reading program, and offers strategies for literature-based reading instruction. (PRA)

Raises issues related to the relationship between literacy practices and literacy philosophies and theories. Addresses the question of whether the "great debate" regarding literacy education can and should be resolved. (SR)

Responds to an article in the same journal that raises issues related to the relationship between literacy practices and literacy philosophies and theories. Suggests that the "great debate" regarding reading instruction cannot be resolved. (SR)

Responds to an article in the same journal that raises issues related to the relationship between literacy practices and literacy philosophies and theories. Recommends that educators get on with the business of teaching all students to read. (SR)

Comments briefly on two responses to this author's article in the same journal that raises issues related to the relationship between literacy philosophies and theories and literacy practices. Suggests that the "great debate" continue. (SR)

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…

Explicates the principles underlying whole-language theory and practice to reduce misunderstandings and misapplications and to help teachers of students with learning disabilities provide rich literacy learning experiences for their students. (RS)

Presents some of the conceptions of balanced instruction. Provides information about the research and theory supporting each one. Describes some of the practical implications for classroom practice. (PA)

Argues that reading educators need to objectively appraise the whole-language instructional philosophy in relation to what is known about reading methodology. Discusses the whole-language philosophy, its history, the "whole sentence method," and whole-language weaknesses. Advocates developing a "balanced reading program," which would emphasize…

Asserts that there is a gap between theory and practice in literature-based reading programs. States that too often, such programs lack an underlying theory and mimic methodology associated with basal programs. Describes the theoretical perspectives of Louise Rosenblatt, her principles of aesthetic teaching, examples from a fourth grade classroom,…

Top-down and bottom-up theories have long dominated the field of reading. Recently, interactive models have been proposed by some researchers. One model, the interactive-compensatory model, hypothesizes that a deficiency in one processing area is compensated for by a relative strength in another area. The concept of multiple intelligences is one…

Reports on research that investigated students' perceptions of the purpose of certain whole-language strategy lessons. Concludes that, even in whole-language lessons, authenticity may be missing. Helps educators think more deeply about what literacy lessons should be like for students and how instruction can help develop students' strategies while…

Calls for resolution of the ambiguities and contradictions of the language and the practices of whole language. Attempts to elucidate conflicting conceptions and practices among whole-language advocates and thereby make whole language even stronger. (MG)

Presents a selected bibliography of 44 entries concerning whole language theory, research, practice, and evaluation. Annotations are followed by subheadings indicating the primary foci of the book or article. These sources will help practitioners make the transition from traditional to whole language instruction in reading and writing. (CJS)