Background: In the context of the ongoing crisis in early reading literacy in South Africa, this article gives insight into teacher practices which reduce learners' opportunities to read continuous text for meaning. Aim: This ethnographic study investigated the microcosm of teacher practices in well-resourced environments. Setting: A purposive…

This article aims to clarify concerns regarding what constitutes acceptable scholarship in education at a time when such scholarship is under challenge from publications and institutions with a strong bias toward policy advocacy. This is accomplished by examining the Fordham Foundation--supported publication "Whole-Language High Jinks"…

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…

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)

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…

Presents ideas for literacy-enriched birthday parties and other nonschool celebrations in family and community contexts. Discusses whole language birthday parties, other literature-related family events, and enrichment of other nonschool activities with literature. (SR)

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)

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…

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)

Describes the development of a workshop that provides a rich writing program while meeting state-mandated test requirements. Based on a whole language approach, the writing workshop emphasizes five stages of the writing process (pre- writing, rough draft writing, peer editing, teacher editing, and publishing). The program merges writing processes…

This article describes a whole language support group that evolved from the efforts of two teachers to implement the whole language approach to reading. A list of whole language support groups for teachers and of networking newsletters is included. (IAH)

Argues that "whole language" is a philosophy that places meaning making at the center of learning and instruction. Suggests that literature and a literature-based program play a critical role in the classroom and in developing student motivation. Suggests that the teacher is the critical facilitator for meaning making in an interactive…

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)