Addresses the whole language versus phonics debate. Catalogues some of the central features of the Bush administration's educational policy, No Child Left Behind Act of 2001. Supports a dynamic, literature-based curriculum. (SG)

Responds to an article in the same issue by Ken Goodman concerning the basalization of picture books. Notes that basals will continue to change as beliefs and knowledge about the reading process advances. Sees no reason for the assumption that some hold truth and that anyone who has not seen the light holds devious intentions. (RS)

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,…

Describes a study of the availability of books in low-income schools with literature-based curriculums. Focuses on two scenarios or snapshots of elementary schools in the study. Discusses seven recommendations for creating a supportive literacy environment. (TB)

Reviews the recent history of children's literature and its role in elementary classrooms. Looks ahead to what might happen next. (TB)

Reviews the growth of literature study as an open-ended enterprise for student growth and discussion. Critiques new directions in literature study among children. Explains basic ideas behind the authors' recommendation for literature study. (TB)

Conveys the power of children's questions and highlights the process of questioning in a whole-language classroom. Suggests that the role of questions in the classroom talk demonstrated to the teacher the connections and relationships between discourse content and discourse structure. (RS)

Discusses problems associated with literature-based reading programs which use children's literature in the same way basal readers are used. Encourages teachers to allow students the freedom of exploring and learning from the book without creating drill and vocabulary lessons from it. (MG)

Shows that literature-based curricula can be successful on a large scale. Uses data from standardized test scores and from extensive teacher surveys to show that these two large districts made commitments to literature-based holistic instruction and supported it with strong professional development programs, resulting in convincing evidence that…

Shows how two teacher educators and two teachers, combining their energies, worked through the difficult transition from basal readers to literature-based curriculums. Contains specific sections in which the elementary school teachers talk about their experience. (TB)

Examines factors that caused resistance to California's recently mandated approach to reading and language arts instruction that focuses on authentic literacy experiences. Discusses pressures from teachers, administrators, and parents; shifts in student population; and testing. Presents illustrative scenarios from California schools. Suggests ways…

Discusses the history of literature-based reading programs, including the early history, growth of libraries and recreational reading, individualized reading, emergent literacy, reading aloud, whole language literature-based reading programs, teacher education, and the future. (SR)

Describes a "remedial" program for seventh and eighth grade students who failed a state literacy test and were reading below grade level. Outlines the successful program, based on a reading-aloud program, responding to stories, writing, paired reading and questioning, connecting vocabulary to individual stories, and reading to kindergarten and…

Examines the history of California's reading program, reviewing its change to a literature-based approach and then back again to a phonetic- or skill-based one. Reviews key factors influencing California policy and speculates about the future of the state's reading program. (TB)