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French, Martha – Perspectives in Education and Deafness, 1992
Teaching grammar to deaf and hard-of-hearing students within a whole-language perspective involves recognition of students' developmental needs and the needs of the task. Strategies for teaching grammar include comparing student work with standard writing; identifying and classifying nouns and verbs; clarifying the roles of modifiers; and building…
Descriptors: Deafness, Elementary Secondary Education, Grammar, Hearing Impairments

Dugan, Mary M. – Reading Teacher, 1995
Discusses finding grant money for computer technology for whole language classrooms. Offers advice on writing grants. (SR)
Descriptors: Computers, Educational Technology, Elementary Education, Grants

Keefe, Charlotte Hendrick; Keefe, Donald R. – Intervention in School and Clinic, 1993
A whole-language instructional approach is presented for use with students with learning disabilities. Teacher behaviors are outlined, including demonstrating, expecting success, and responding to students. Learner behaviors are also discussed, such as using language in natural situations, making approximations in their learning, taking…
Descriptors: Elementary Secondary Education, Language Acquisition, Learning Disabilities, Reading Instruction

Starshine, Dorothy – Reading Teacher, 1990
Discusses the role that word processors play in whole language classrooms, and shares four advantages that "FrEdWriter" (a word-processing program) offers over commercial versions. (MG)
Descriptors: Computer Assisted Instruction, Educational Technology, Elementary Education, Revision (Written Composition)

French, Martha – Perspectives in Education and Deafness, 1994
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)
Descriptors: Deafness, Developmental Stages, Elementary Education, Language Arts

Rickert, Colleen – Journal of Reading, 1990
Describes a Coordinators Applying Whole Language (CAWL) group that provides a way for reading coordinators in a number of school districts in a metropolitan area to support each other. Argues that reading supervisors can influence classroom reading and writing instruction among local school districts. (RS)
Descriptors: Curriculum Development, Educational Change, Elementary Secondary Education, Reading Consultants
Woronowicz, Stephanie A.; McInnis, Brenda J. – 1991
This booklet discusses the "whole language" approach to language instruction, which teaches students "from whole to part" through the integration of the language processes of reading, writing, speaking, and listening with an emphasis on meaning and purpose. The booklet explains what whole language is, describes its use in the teaching/learning…
Descriptors: Educational Strategies, Elementary Education, English Instruction, Evaluation Methods
Marley, Bernard M.; Marley, Linda G. – 1990
The creative writing process, like any writing process, begins with a prewriting activity. Story starters are one such activity which teachers can use to begin the creative writing process with their students. For example, large cartoon-like characters made on an opaque projector can be used to initiate discussion. The second step requires a…
Descriptors: Class Activities, Classroom Environment, Creative Writing, Elementary Education

Lamb, G. – Journal of Visual Impairment & Blindness, 1996
This article describes the whole-language philosophy of teaching reading and writing and its application to teaching braille reading to blind children. It suggests activities that are effective for enhancing the development of early reading behaviors in children who use braille and that integrate the critical components of literacy learning with…
Descriptors: Beginning Reading, Blindness, Braille, Elementary Education

Staab, Claire F. – Reading Teacher, 1990
Describes one morning's reading and writing activities in a first grade classroom to provide an example of how one whole literacy teacher mediates children's learning. (MG)
Descriptors: Class Activities, Emergent Literacy, Grade 1, Primary Education

Boehnlein, Mary Maher – NAMTA Journal, 1995
Discusses the Reading Recovery, whole-language, and Montessori approaches to the teaching of reading, suggesting the use of the reading recovery approach for those children who experience difficulty reading and writing in a Montessori classroom. Notes that Reading Recovery emphasizes writing to generate meaning, focusing on children constructing…
Descriptors: Classroom Techniques, Early Childhood Education, Educational Attitudes, Literacy
Schluter, Pamela – Teaching PreK-8, 1995
Describes how a first-grade whole-language teacher uses daily story time to model good writing practices with her students. The approach focuses on using the teacher's own life experiences, including the death of her high school-age son, to teach students about life's lessons. (MDM)
Descriptors: Classroom Techniques, Death, Elementary Education, Elementary School Teachers
Fields, Marjorie V.; Spangler, Katherine L. – 1995
Combining developmentally appropriate early childhood practice with current views of emergent literacy and whole language instruction, this book is designed to help pre-service and in-service teachers incorporate new views of literacy into their classrooms. The book includes extensive examples from actual classrooms to assist readers in…
Descriptors: Beginning Reading, Beginning Writing, Classroom Environment, Developmentally Appropriate Practices

Au, Kathryn H.; And Others – Reading Teacher, 1990
Shares a curriculum framework based on six aspects of literacy: ownership, reading comprehension, writing process, word identification, language and vocabulary knowledge, and voluntary reading. Notes that this framework is consistent with a whole literacy approach, and includes an assessment system and provisions for accountability. (MG)
Descriptors: Accountability, Curriculum Development, Elementary Education, Reader Response
Keefe, Charlotte Hendrick – 1996
This book explains the whole language philosophy of learning to read and how it can be applied in special education classrooms to assist students with learning disabilities. Chapters address: (1) an overview of the whole language approach; (2) examples of how special education teachers use whole language to teach children with learning…
Descriptors: Classroom Environment, Elementary Secondary Education, Inclusive Schools, Language Acquisition
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