This article presents an interview with two experts in whole-language instruction (Patricia Tefft Cousin and Margaret Richeck) and then offers a commentary section that provides another perspective of the whole-language method, concluding that children with learning disabilities need many types of instruction. (JDD)

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…

Charges postsecondary education pays scant attention to developments outside their circle (such as the whole language movement), and thus are hindered in teaching the newest generation of college students. Discusses the whole language movement, its importance, its relationship to freshman composition theory, whether it challenges contemporary…

Unless educators can learn from past extremes, the current emphasis on literature and whole language instruction may undermine phonics and other necessary principles. Fortunately, a reborn emphasis on writing will assist the development of accurate decoding and stress the phonemic structure of language. Educators must embrace "best" trends and…

Many ideas attributed to the whole-language approach are not new. Whole language demands that literacy instruction be indirect, unsystematic, and nonintensive and that scope-and-sequence charts be abandoned. Experimental research has judged the major tenets of whole language to be erroneous--a point accepted even by whole-language leaders favoring…

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…

This volume contains articles about writing, best practice, portfolio assessment, and technology, as well as original poetry and book reviews. Articles in the volume are: "Teaching Writing: Making Connections" (Eric Schott); "Empowering Teachers: A Success Story" (Sandra L. Krivak); "Bridging the Gap between the Classroom and Employment" (Linda C.…

A group of Ohio teachers of deaf students received in-depth training in the use of whole-language strategies, focusing first on writing strategies, followed by reading instruction and integration of reading and writing. The training plan involved group instruction, reading materials, observations, individual conferences, teacher-trainer dialogue…

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)

This review of research on the use of whole language with students with hearing impairments identifies recurring themes, such as whole language is effective for students from a variety of backgrounds and age levels, and literacy development of deaf students exposed to a literate environment parallels that of hearing students. (JDD)

Students with deafness in a whole-language classroom complete writing exercises and then edit what they write at the "editors' table," where teams of students work with dictionaries, grammar guides, lists of commonly misspelled words, self-editing forms, and proofreading checklists. Use of the "editors' table" approach has created a community of…

Within the field of composition, classical rhetoric was re-discovered in the early 1960s; that interest has been for the most part confined to the first three of the five parts of classical rhetoric--invention, arrangement, and style--with memory and delivery being ignored or, at least, neglected. Recent interest in "the speaking-writing…

With the introduction of the "whole language" approach to literacy and an emphasis on "across the curriculum" learning, the effective instruction of writing has taken on an added importance during the past two decades in California. Recent public demands for a "back to basics" school curriculum where the mastering of…

Discusses changes in textbook publishing, attendance at professional meetings, media coverage, and the response of the "testing community" that demonstrate that whole language has become the agenda of education. Discusses the transactional view of writing, social/personal views of learning, teachers redefining themselves and their relations to…

This paper describes development of the whole language movement and the writing-process movement. It outlines 10 principles shared by both movements, such as the role of prediction, function before form, and integrated use of cuing systems. Implications for language specialists working with language-disordered students are addressed. (JDD)