US government mandates to implement intensive phonics instruction in elementary classrooms invoke an alleged scientific superiority of this approach over more meaning-centered models. But curiously absent from this scientific enterprise is a study of the phonics system itself. Advocates of intensive phonics have not demonstrated that the commonly…

The writer reminds readers that the polemics of reform frequently portray the realm of teaching and learning in more extreme terms than is really necessary. Likening calls for educational reform to scientific revolutions sparked by Kuhn, Darwin and Copernicus, that jettison completely the assumptions and premises of the theories they replace, Bond…

Presents an in-depth interview with Ken and Yetta Goodman, awarded the second National Council of Teachers of English award for outstanding educator in the language arts. (SR)

Describes how children's picture books with musical themes explore the world of music and how the use of these books can enrich a whole language curriculum. Shares how picture books with musical themes can be integrated into various curriculum plans. (MG)

This study compared 18 high-ability and average-ability secondary level deaf readers on 5 indicators of cognitive processes used during reading. Results indicated significant differences between groups on measures of fluency. However, intergroup similarities in processes suggest that these components do not determine reading superiority.…

Shows, in one teacher's autobiographical account, that understanding connections between teachers' lives outside of school and themselves as teachers helps them to see how to link the worlds of home and school for their students. (SR)

Discusses the whole-language philosophy and its view of language, learning, and teaching. Discusses the whole-language view of the relationship between students and teachers and the holistic approach. (PRA)

Conservative challenges to materials used in the public schools are no longer limited to isolated attacks against individual books. Recent curriculum challenges are noteworthy for their frequency, new targets (such as the Impressions textbook series), and changed strategies, ranging from litigation and personal persuasion to highly organized…

Describes a year spent teaching English as a Second Language (ESL) in the elementary classroom using a whole-language approach in a nonthreatening environment with lots of writing and student ownership of text. (SR)

Discusses two training programs and five books designed to facilitate teachers' efforts to integrate the curriculum. (SR)

Describes a teacher's efforts to create an anthology of poems written by fourth grade students. Whole language activities progressed from poetry reading and group writing to individual writings based on outdoor themes. Presents examples of students' poetry. (KS)

Argues that excerpts from the literary canon and from contemporary nonfiction should be included in secondary education textbooks of the future, contrary to the opinion of militant whole language supporters. (RS)

Discusses the issue of handwriting instruction through the whole language philosophy and direct instruction methods. States the approaches that each teaching method would use. (MG)

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)

Describes the following research-based whole language instructional strategies: predictions as a prereading activity; "webbing" words or ideas around a specific topic; shared writing; journal writing; vocabulary development; clustering synonyms as a way of approaching new vocabulary; context clues; analogies; definition maps; and reading…