Over the last 50 years, certain ideas have become dominant that make learning to read different than it once was than the ideas that children are neurologically "wired" to use language "competently" in certain ways. Noam Chomsky has promoted the idea that there are certain "syntactic structures" hard-wired in the human brain. That view, the author…

For 60 years, confusion and misinformation have reigned supreme whenever the subject of teaching phonics comes up for discussion. The paper considers various phonics programs, both old and new, and appraises their effectiveness. It also discusses works on phonetics by some well-known researchers and experts in reading, among them Frank Smith,…

Looks theoretically at the topic of authenticity, arguing that it is important to get beneath labels and the surface of classroom activities in order to create instruction that is authentic. Uses hermeneutics to examine authenticity as a perspective to help think through important issues. (SR)

This essay argues that sense depends on the circulation of nonsense. A realisation of the reciprocal relation can result in a micro-level praxis that helps us, as educators, to free ourselves from the polarisations that have occurred in the field of literacy, such as the phonics/whole language debate, replacing the antagonism with a more…

Whole language versus phonics: the debate rages on over the proper techniques for teaching reading. Whole language is a child-centered, literature based approach to language teaching that will immerse the students in real communication. The reasons placed behind whole language teaching are based on linguistics, pedagogy, and psychology. In the…

Explores what "grammar" means. Suggests that grammar has a place in the writing classroom and the whole-language classroom. Suggests that modifying "grammar" with adjectives such as "functional" and "rhetorical" can contribute to positive, meaningful changes in the language arts curriculum. (RS)

Offers a story which highlights the need for whole language teachers to negotiate understandings about literacy learning by inviting principals and others to engage meaningful dialogue. (SR)

Criticism of Stephen Karshen's June 2002 "Kappan" article "Whole Language and the Great Plummet of 1987-92: An Urban Legend from California." Argues that Karshen's analysis of the California Achievement Program reading scores is wrong. (PKP)

Compares the whole-language approach to the language experience approach. Notes that the major criticisms cited of language experience appear to be cited of whole language. Suggests that the tenets of whole language fit into preparing for the year 2000 and discusses the survival of the movement in relation to teacher preparation. (RS)

This article introduces a special section on the whole-language approach. The five articles discuss whole language's roots, whole language in the classroom, two schools that have embraced whole language, and whole-language resources. (SM)

Considers theory, research, and techniques associated with whole-language and skill-based approaches to reading (including issues related to teaching phonics and reading comprehension) to see how remedial children can best be served. Examines ways group activities and cooperative learning can support remedial children. (SR)

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 things the author learned from presentations at the 2001 Whole Language Umbrella conference, including: not many classroom teachers attended the conference; classroom teachers and professors need each other; people take pride in the whole language name; the most powerful force in a classroom is an expert teacher; and building a community…

As an extension of Dewey's progressive philosophy, whole language is a model that can encompass the tensions between humanities and technology. Computers and whole language together can create new learning environments that will prepare students for life in the "knowledge society." (SK)

Responds to Richard Innes's criticism of his June 2002 "Kappan" article. (PKP)