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The Remedial Child in the Whole-Language, Cooperative Classroom.
Peer reviewed Peer reviewed
Heymsfeld, Carla R. – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1992
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)
Descriptors: Cooperative Learning, Elementary Education, Phonics, Remedial Reading
Intraclass Grouping with a Whole-Language Thrust.
Peer reviewed Peer reviewed
Sanacore, Joseph – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1992
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)
Descriptors: Elementary Education, Grouping (Instructional Purposes), Reading Instruction, Whole Language Approach
Using What You Know to Figure Out What You Don't Know: An Analogy Approach to Decoding.
Peer reviewed Peer reviewed
Gaskins, Robert W.; And Others – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1992
Discusses development and implementation of an approach to decoding in which students use words they know to decode those they do not know. Discusses how an analogy approach was implemented in a tutorial setting. Offers guidelines for how the approach can be used in regular classrooms, including whole language classrooms. (RS)
Descriptors: Decoding (Reading), Elementary Education, High Risk Students, Prior Learning
Whole Language: It's a Matter of Principles.
Peer reviewed Peer reviewed
Dudley-Marling, Curt – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1995
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)
Descriptors: Definitions, Elementary Education, Learning Disabilities, Reading Instruction
Politics of Whole Language.
Peer reviewed Peer reviewed
Dudley-Marling, Curt; Fine, Esther – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1997
Suggests that a goal of schooling should be to educate students for democracy as a means of challenging a status quo in which a relatively small number of people control a disproportionate share of society's social and economic resources. Examines the potential of critical, pro-justice, whole-language instruction to help create the conditions for…
Descriptors: Classroom Environment, Critical Thinking, Democratic Values, Elementary Education
Revaluing the Bilingual Learner through a Literature Reading Program.
Peer reviewed Peer reviewed
Freeman, Yvonne S.; Goodman, Yetta M. – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1993
Presents alternatives to three misconceptions about bilingual learners to promote the revaluing of these students. Describes traditional views of literacy instruction for second-language learners and suggests a whole-language literature program as an alternative. Lays out differences between inauthentic, controlled literature-based reading…
Descriptors: Bilingual Students, Elementary Education, Labeling (of Persons), Limited English Speaking
One Learner, Two Paradigms: A Case Study of a Special Education Student in a Multiage Primary Classroom.
Peer reviewed Peer reviewed
Kasten, Wendy C. – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1998
Explores literacy development over a three-year period of a child in a whole language, multiage classroom who also receives special education services. Contrasts the classroom teacher's holistic-constructivist views with the special education teacher's mechanistic, reductionist views; discusses implications of each; and calls for new, positive…
Descriptors: Case Studies, Labeling (of Persons), Longitudinal Studies, Primary Education
Using Whole Language with Children We Have Failed to Teach to Read.
Peer reviewed Peer reviewed
Thomas, Karen F.; Barksdale-Ladd, Mary Alice – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1994
Outlines the potential for using whole language for remediation of reading disabilities. Criticizes current approaches to remediation. Discusses six principles of whole language instruction that are effective for remediation. Describes four whole-language programs that have successfully remediated students. Suggests alternative assessment…
Descriptors: Alternative Assessment, Higher Education, Program Descriptions, Reading Instruction
Understanding the Nature of Reading and Writing Difficulties: An Alternative View.
Peer reviewed Peer reviewed
Freppon, Penny A. – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1994
Presents a case study of a nine-year-old boy's reading and writing difficulties. Notes that instruction grounded in sociopsycholinguistics, whole language, and emergent literacy helped the learner overcome his difficulties. Provides an account of alternative approaches in assessing written language difficulties; and the role of the reader's belief…
Descriptors: Alternative Assessment, Case Studies, Elementary Education, Emergent Literacy