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…

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…

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)

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)

A study examined the degree to which teachers employ or perceive that they employ writing/reading strategies in their classrooms, and their perceptions regarding the degree to which their school system should support that effort. A pilot sample of 15 practicing teachers was drawn from a demonstration school in southwest Louisiana. Subjects, 71 K-8…

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…

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…

Examines the perception and beliefs of Chinese English-as-a-Foreign-Language (EFL) teachers toward the debate between on the whole language and direct approach in the teaching of EFL in China. Findings shed light on English instruction in China and provide a better understanding of the educational background of the large number of Chinese students…

A study examined preservice teachers' self-ratings of interest/investment in the different contexts of an integrated whole language approach, both theoretically and pragmatically. Subjects, 60 graduate students enrolled in reading courses in a small eastern university, completed a self-rating chart dealing with the theory and classroom…

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…

Through the analysis of qualitative data from journals, interviews, class reflection, and classroom dialogue, two language arts methods instructors traced the effects of their college methods courses on student teachers and first year teachers. They investigated the students' willingness to use strategies they had tried and seen demonstrated in…

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 document contains 33 papers from a conference on research in adult, continuing, and community education. Representative papers include the following: "Highlander Folk School: A Commune Based on Intellectual Property" (Keith B. Armstrong, Donna J. Martin); "Women, Welfare and Mandated Education: An Analysis of Single Mothers'…