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)

Presents ways that the learning of text structure can occur naturally for adolescents in a whole language framework. Offers five global contexts in which conceptualization, communication, collaboration can occur to help students use language and understand how text is organized. (RS)

Whole language may be described as authentic and purposeful experiences with language in a child's natural environment--it is a philosophy that combines all content area subjects into a meaningful process. The teaching of whole language over the entire spectrum of the curriculum was observed in the Catholic Primary Schools of the Archdiocese of…

Describes the Modified Guided Silent Reading Procedure (MGSR), which provides an instructional framework for teaching complex literacy and learning strategies to fluent readers of about nine years of age and above. Notes that the MGSR is student centered and consistent with beliefs about language and learning that underpin programs aligned to a…

Presents the Holistic Educational Literacy Process strategy for adult literacy education consisting of the following 10 steps: presenting an advance organizer; reading silently; reading aloud; listening to the passage recorded; listening and taking notes; highlighting important points; networking structures; summarizing the passage; revising the…

Presents an annotated list of associations, organizations, book publishing companies, children's bookstores, magazines, catalogs, and hot lines that can provide elementary and secondary teachers with more information on the whole-language approach to teaching and learning. (SM)

Whether explicit-strategy instruction combined with whole-language instruction would improve third graders' spelling more than using either approach alone was studied with 37 students. Findings suggest that young children learn to spell best when they are taught a repertoire of effective strategies in a meaningful context. (SLD)

As experiences of two first graders show, learning occurs in split-second initiatives that children take with others as they try to attend, engage, interact, communicate, and reason. Before children can learn reading, writing, and arithmetic, they must know how to learn. Children cannot learn two-way communication with gestures, words, or symbols…

Spelling instruction for students with deafness is examined in the context of the whole-language approach. Stages in the development of spelling ability are identified, and five strategies for young writers are suggested. (DB)

This response to Gersten and Dimino (EC 606 357) proposes that difficulties with both whole language and direct instruction of students with learning disabilities can be avoided with a model of instruction based on research in cognition and metacognition. Three techniques are discussed, including situated cognition, cognitive strategy instruction,…

Adult literacy is an integral part of today's educational movement and will continue to be a focus as changing needs of society are addressed. This bibliography presents annotations of 40 journal articles and ERIC documents dealing with instructional strategies in adult literacy. Annotations in the bibliography date from the period 1989-1992 and…

In this contributed collection, 23 teachers explain their successful strategies for teaching the social studies disciplines in a whole language context. The collection covers contemporary subjects, traditional topics, well-known projects, social studies in the community, and multicultural matters. It can be used at elementary through middle and…

In February 1992 "Kappan," Frank Smith advocated formal reading instruction be abolished and teachers merely read to students and turn them over to authors. This article argues that the scientific study of learning is essential. This country can ill afford to rear generation of illiterates who have learned lazy, inefficient work habits from being…

Compares whole language and process-oriented science and discusses the similarities between them. (KHR)

Uses the philosophy of Taoism as a metaphor in describing the whole language approach to language arts instruction. The discussion covers the key principles that inform the whole language approach, the resulting holistic nature of language programs, and the role of the teacher in this approach. (16 references) (CLB)