A study investigated whether instruction in spelling would affect acquisition of the alphabetic strategy by beginning readers. Subjects, 28 beginning first- and second-graders of average or above-average intellectual ability in whole language classrooms, participated in small group training for two 20 minute periods a week for 6.5 months.…

Although parallel block scheduling continues to benefit student learning, it is challenged to meet the needs of new educational programs, particularly whole language and interdisciplinary instruction. Two illustrated blocks show how teachers can effectively divide their time between whole-group and small-group instruction and integrate science and…

Investigates Nebraska elementary school teachers' attitudes about whole language. Finds that teachers with a higher tendency to use whole language were those who felt more comfortable with whole language, had training in whole language, felt whole language should replace basal programs, and felt whole language can be used in conjunction with…

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)

Several reading experts comment on the whole language approach to teaching reading and on the whole language debate. Topics include definitions of whole language, characteristics, justifications, shortcomings, and critiques. (IAH)

Describes the experiences of teachers (n=7) and science-oriented experts (n=20) involved in the Elementary Science Integration Project designed to promote science as central to cross-curricular studies. Results revealed the influence of teachers' scholarly and pedagogical orientations on the way they think about science-language-arts connections.…

Phonics and other word analysis activities need to be placed in perspective. An effective approach is for readers first to read the whole text, then participate in teacher-directed and learner-independent word analysis, and then return to reading words in a holistic context to establish comprehension. (SK)

Presents an interview with Carole Edelsky in which she discusses the political issues that affect the day-to-day lives of children and teachers in the language arts classroom; political aspects of whole language; national political issues and literacy; and political actions teachers can take to improve language arts education. (RS)

Reviews some of the benefits of the whole-language philosophy. Discusses the importance of systematic direct instruction, defining it and presenting arguments for including it in the classroom. Urges building bridges between whole-language and more traditional approaches. (PRA)

Looks at a literature-based approach to reading instruction and the whole-language approach to teaching adult literacy. Describes the instructional procedure used in a workplace literacy program serving employees of the Ohio State University hospital staff. (JOW)

Discusses the issues of language, learning and teaching, and kids and teachers in a whole language classroom. (MG)

At New York City's progressive Bank Street School for Children, teaching is directed to the whole child's social, emotional, physical, and cognitive development. The school's reading program focuses on a language-experience approach based on student choice. This article shows how collaboration between teachers and librarians has strengthened the…

The Whole Language Movement may be the most widespread and fastest growing grassroots curriculum trend in U.S. education. Although a few Teachers Applying Whole Language (TAWL) groups are affiliated with school systems, the majority are supported entirely by teachers from different school districts meeting together voluntarily to advance their own…

This response to Gersten and Dimino (EC 606 357) sees whole language as a perspective on language instruction rather than as an instructional procedure. Three other perspectives on language instruction are suggested--cognitive, sociocultural, and developmental--and are illustrated with sample cases, to demonstrate their contributions to a…

Ponders the dilemmas of teaching and learning how to learn from reading (using the "fortunately/unfortunately" pattern from Remy Charlip's book "Fortunately.") (SR)