Responds to an article in the same issue by Ken Goodman concerning the basalization of picture books. Notes that basals will continue to change as beliefs and knowledge about the reading process advances. Sees no reason for the assumption that some hold truth and that anyone who has not seen the light holds devious intentions. (RS)

Discusses three basic principles of whole learning that provide the framework for course instruction: (1) literacy processes are used on a daily basis; (2) students are given much opportunity to use and practice what is learned; and (3) learning is a social process. Notes that preservice teachers are resistant to implement content area reading…

Shares the views of five authors about what is being done in the name of whole language in the Canadian province of Nova Scotia. States that these essays represent only temporary perspectives, and that more challenging questions about the theoretical assumptions that underlie whole language will arise. (PA)

This article describes a teacher-created instructional phonics program that shares philosophical underpinnings of the whole-language movement which is not always adequate in helping at-risk beginning readers. In this program, phonics is taught directly in a way that is natural, authentic, interesting, meaningful, and fun for children. (JDD)

Raises issues related to the relationship between literacy practices and literacy philosophies and theories. Addresses the question of whether the "great debate" regarding literacy education can and should be resolved. (SR)

Responds to an article in the same journal that raises issues related to the relationship between literacy practices and literacy philosophies and theories. Suggests that the "great debate" regarding reading instruction cannot be resolved. (SR)

Responds to an article in the same journal that raises issues related to the relationship between literacy practices and literacy philosophies and theories. Recommends that educators get on with the business of teaching all students to read. (SR)

Comments briefly on two responses to this author's article in the same journal that raises issues related to the relationship between literacy philosophies and theories and literacy practices. Suggests that the "great debate" continue. (SR)

Describes systematic assessment procedures as alternatives to standardized testing which yield more descriptive records of children's reading abilities. Notes that the assessment procedures are consistent with the contemporary understanding of reading which indicates that prior knowledge and the ability to use predictive skills greatly influence…

First and second grade teachers (n=275) were surveyed concerning their knowledge about and attitudes toward the whole-language approach to reading instruction. Findings suggest that many teachers are not persuaded that the whole-language approach to reading instruction is to be preferred over other methods such as intensive phonics instruction or…

Puts whole language and the author's own research into historical, political, and philosophical context. Offers predictions about the future of whole language and education in general. (SR)

Describes how educators at one Navajo community school are transforming assumptions about schooling for indigenous groups from a deficit model to one that views bilingualism, biculturalism, and multiculturalism as assets to be tapped. Bases the discussion on a long-term ethnographic study of the changes brought about through the implementation of…

The tide is slowly turning against prevailing forms of student assessment. The Primary Language Record, a whole-language-based system that assesses elementary students' literacy skills, assumes that all children can learn and that diversity and multilingualism are valuable assets. A sidebar details FairTest's criticisms of standardized testing.…

Teachers using the whole-language approach to reading instruction (instead of phonics readers and worksheets) claim this practice is child centered, allows student reading choices, develops the whole child, makes learning relevant, and promotes a lifelong love of learning. Whole-language teachers should adopt a transactional pedagogy and link…

Argues that teachers must find ways to create a nurturing environment where feelings of self-worth are fostered and where intellectual curiosity and enjoyment of learning are developed. Contends that reading and writing should be taught in a way that fosters the development of autonomy in children. (MDM)