This project explores the understanding of early year's teachers regarding whole language approach and its implementation. A total of 200 questionnaires were delivered to teachers at nurseries and kindergartens in an EFL (English as a Foreign Language) context. 169 questionnaires were completed and analysed. The findings shows that an overwhelming…

The purpose of this study was to examine how my reading instruction had been situated within my school's literacy program. As a way to investigate this study, I employed qualitative teacher research. I used reading theory (Whole Language and Direct Instruction) as the analytical lens for my analysis. The results illustrated how the Direct…

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 the issues of language, learning and teaching, and kids and teachers in a whole language classroom. (MG)

Discusses the procedures for using the Classroom Reading Miscue Assessment which was developed by Denver area Coordinators/Consultants Applying Whole Language to help teachers efficiently gather miscue data. (MG)

Analyzes journal articles pertaining to whole-language instruction in elementary classrooms to compile a definition for this term. Finds that definitions and descriptions of whole language vary widely throughout the literature and that differences exist between school- and university-based authors' perceptions of the concept. (RS)

Contends that the ability and openness to make informed decisions about future classroom reading programs increases with preservice teachers' personal immersion in a whole language environment. Describes strategies used in reading methods courses that allow students to experience what they may be expected to implement as teachers. (RS)

A primary-grade teacher describes how she uses singing to teach phonics in her classroom. Notes how children are helped to integrate the three cuing systems of language--semantic, syntactic, and graphophonemic--as they read and sing together. (ET)

Of all the developments in reading research during the past 30 years, few have provided as much fodder for the wars over whole language as "invented spelling." Research on invented spelling led to a developmental theory of how children experiment with phonemic rules and patterns, and scholars urged teachers to allow children to spell…

Relates a teacher's observations of first graders in a whole language classroom enabling each other to read. Suggests reading techniques which foster this collaborative learning. (PRA)

Presents some of the conceptions of balanced instruction. Provides information about the research and theory supporting each one. Describes some of the practical implications for classroom practice. (PA)

This document consists of the six issues of "NCLEnotes", the newsletter of the National Clearinghouse on ESL (English as a Second Language) Literacy Education (an adjunct ERIC Clearinghouse) published during the three-year period 1991-1993. Major articles in these issues include: "Issues in Literacy Education"; "The…

Discusses the whole-language approach to education at the middle school level, introducing concepts and techniques that teachers can employ to implement whole-language learning in their classrooms. Notes that, even in departmentalized schools with short class periods, teachers can use many of these ideas in whatever subject they teach. (MDM)

Advises teachers trying to understand the whole-language approach to not expect to become a whole-language expert immediately; make learning real; make students responsible for daily routines; talk to parents about their children; beware of publishers and workshops that are whole language in name only; and develop a community of readers and…

Describes three teacher support groups, activities of which provide teachers with support in defining, implementing, and preserving programs that use whole-language methods, and are meaning centered and student focused. Also provides suggestions on starting a teacher support group. (BB)