Presents an interview with Donna Wiseman. Discusses current programs and activities of whole language, criticism of leaders in whole language for being above any question or criticism, the existing research base for whole language, and the future of the whole-language movement. (RS)

After defining whole language as a philosophy of literacy instruction based on the concept that students need to experience language as an integrated whole, this ERIC "FAST Bib" presents an annotated list of 35 ERIC documents and journal articles consisting of critiques of and responses to the whole language approach in the elementary school. The…

A study compared the writing abilities of children in a whole language classroom with those of children involved in a skills-based classroom. Subjects, 37 African-American students in two heterogeneous first-grade classrooms in a low socio-economic area school in the inner-city of a large Alabama city, completed a reading/writing assessment (a…

Investigates writing skills learned in a low socioeconomic status, urban, primary, whole-language classroom. Finds that the children became more fluent writers who used more complex sentences, but the surface level skills used for some purposes did not become automatic. Suggests that some children need more opportunities for editing and…

A study compared the progress of children encouraged to use inventive spelling with those encouraged to use traditional spelling in their creative writing. It was hypothesized that there would not be a significant difference in the writing samples produced in terms of their length or degree of elaboration. Participants were two second-grade…

A study described the influence of writing conferences on revision knowledge and revision activity for an initially knowledgeable first-grade reviser and a relatively naive one. Subjects, two first-grade students in a whole language classroom, were chosen from the 16 students in the class for close study. Data analysis consisted of reading all of…

Reports on a two-year descriptive study of eight low-income children's writing in skills-based and whole language instruction. Finds that the students at the "top" did well in whole language instruction, and for less proficient learners, the whole language curriculum appeared to provide more support. (RS)

A study determined the effect of shared writing activities on reading comprehension. The subjects, 40 second- and third-grade students from a suburban school in Mercer County, West Virginia, completed the Reading Comprehension Subtest of the Comprehension Test of Basic Skills (CTBS) for grade 2 as a pretest. A control group of 20 students were…

Developed as a vehicle of communication for the Reading Recovery Council of North America, this journal represents an international effort to connect researchers, teachers, and all those interested in early literacy. Articles in the first issue of this fourth volume are: "The Development of Literate Potential in Literature-Based and…

Finds that six low-income children in two different instructional settings (skills-based and whole language) learned alphabetic concepts and skills necessary for successful reading and writing. Notes that both instructional settings provided explicit phonics instruction (albeit contextualized differently) and time for self-selected reading and for…

Observes low socioeconomic-level learners during literacy instruction for two years. Finds similarities in learner concern about accuracy. Notes that cross-curricular differences centered on applications of phonics knowledge, responses to literature, coping strategies, and learner perceptions of themselves as readers and writers. Finds a…

Provides a profile of the learning-disabled adolescent student. Supports a child-centered, whole-language philosophy of teaching advocating literature-based instruction across the curriculum for such learners. Analyzes written and verbal responses of three male students to determine the potential of such an educational approach. (HB)

A study investigated the writing done by third graders and the processes used when learning to use writing as a meaning-making activity. Four focal students were followed through composing episodes. The classroom was located in a suburban, upper middle class area in Ohio. Less than 3% of the school district population were members of a minority…

A study investigated how writing skills were taught and learned in one low-SES, urban, whole language primary classroom. Participants were three teachers who team-taught a group of primary-age children and 11 children who were considered conventional writers, 3 of whom had learning disabilities. Teachers and children were observed twice a month…

A study examined the effectiveness of a program for improving student writing skills by using whole language. Targeted population was a fifth grade class of 30 students in a stable middle class, suburban community, located in Rockford, Illinois. Writing deficiencies were documented through data gathered from norm referenced tests, quality and…