This article discusses whole language and phonics approaches to teaching L1 reading. It argues to bring these two perspectives together under an integrated approach to better teach second language reading. The article offers an integrated lesson plan with adaptable activities and techniques that show how to apply the integrated approach.

Reviews five professional resource books on whole language instruction and mentions three additional books on the topic. Suggests these books to educators who are interested in obtaining information and support for child-centered instruction. (MG)

Provides a sample whole language matrix that systematically organizes the multitude of activities and strategies of an integrated curriculum. Discusses how this matrix may be helpful for teacher planning and documentation for administrators and parents. (MG)

Presents five grouping patterns for whole-language classrooms, intended to provide children with flexibility and complement other approaches to organizing instruction: shared reading, sharing meetings, literature circles, skill groups, and strategy groups. (SR)

Describes the Literacy Pyramid (based on the United States Department of Agriculture food pyramid), a classification of eight instructional events, which is intended as a framework for teachers to think about the purpose of various instructional formats and about organizing time for language arts instruction. (SR)

Presents definitions of "whole language" and classroom organization/management. Describes several plans for organizing and managing a whole-language classroom. Presents a detailed example demonstrating how to organize and manage a whole-language primary classroom using a "modified blocked" approach. (SR)

Discusses six professional resources and three classroom resources that can help practitioners decide what they should be doing and what they need to understand to function in a literature-based language arts classroom. (RS)

Suggests ways in which teachers may plan and incorporate effectively whole-language theory into existing programs in which basal materials are established and accepted. (RS)

Describes the Reader's Workshop and the Focused Study Reading Workshop. Offers them as a way to accommodate the characteristics of individuals, to respect the knowledge of readers who are at earlier stages of reading development, to establish a system which teaches problem solving, and to provide for active child involvement and ownership in the…

Explores four misconceptions about the whole-language approach and attempts to replace them by grounded realities associated with whole language. (MG)

Describes how children's picture books with musical themes explore the world of music and how the use of these books can enrich a whole language curriculum. Shares how picture books with musical themes can be integrated into various curriculum plans. (MG)

Discusses the issue of handwriting instruction through the whole language philosophy and direct instruction methods. States the approaches that each teaching method would use. (MG)

Presents instructional strategies that integrate syntax instruction with literacy instruction, while maintaining the integrity of language and the literacy process. Discusses using authentic texts and keeping the literacy process whole, manipulating sentence structures in context, and revising linguistic priorities. (SR)

Presents ways that the learning of text structure can occur naturally for adolescents in a whole language framework. Offers five global contexts in which conceptualization, communication, collaboration can occur to help students use language and understand how text is organized. (RS)

Phonics and other word analysis activities need to be placed in perspective. An effective approach is for readers first to read the whole text, then participate in teacher-directed and learner-independent word analysis, and then return to reading words in a holistic context to establish comprehension. (SK)