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)

As an extension of Dewey's progressive philosophy, whole language is a model that can encompass the tensions between humanities and technology. Computers and whole language together can create new learning environments that will prepare students for life in the "knowledge society." (SK)

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…

Responds to Richard Innes's criticism of his June 2002 "Kappan" article. (PKP)

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…

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 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)

Suggests ways in which teachers may plan and incorporate effectively whole-language theory into existing programs in which basal materials are established and accepted. (RS)

Describes how the whole-language philosophy undergirds the teaching approaches used in a nontraditional special education program designed for students with language and learning disabilities. (SR)

Describes a phonetic spelling scheme called "Rational Spelling" that is claimed to be easy to learn and use and that could be used to encourage students to read and write freely at an early age. (SR)

Describes the Reader's Workshop and the Focused Study Reading Workshop. Offers them as a way to accommodate the characteristics of individuals, to respect the knowledge of readers who are at earlier stages of reading development, to establish a system which teaches problem solving, and to provide for active child involvement and ownership in the…

Explores four misconceptions about the whole-language approach and attempts to replace them by grounded realities associated with whole language. (MG)

Reviews "Great Debate" over code emphasis versus meaning emphasis in reading instruction, concluding incidental instruction provided by writing activities of whole language do not guarantee alphabetic understanding. Attempts to disassociate instruction in alphabetic coding from criticism of components of whole-language instruction and challenges…

Considers "what didn't work" in literature-based reading programs. Analyzes messages to teachers in teachers' guides for such programs published between 1990 and 1995. Follows M. Foucault's interpretations of historical, social, and cultural constructions of discourses. Finds the literature-based visions become blurred as the mixed…