Examines (from the perspective of developmental dialectics) the on-going debate between traditional instruction and whole-language advocates in reading. Provides an overview of the differences between the two camps. Outlines the reasons why whole-language approaches have increasingly been incorporated into classrooms. Speculates on how the debate…

Discussion of the whole-language curriculum philosophy focuses on the need for cooperation between librarians and teachers. The need for adequate teacher training is discussed, curriculum planning is considered, negative marketing tactics of publishers are described, and suggestions for successful programs are offered. (12 references) (LRW)

Reviews the challenges that college-level English-as-a-Second-Language (ESL) programs present to instructors and students. Offers suggestions for authentic language experiences in classroom settings. Analyzes the literature on language and literacy, whole language, and learning styles. Offers examples of thematic units tailored to elicit authentic…

Discusses a teacher's perspective on the whole language approach to reading instruction, based on her observations of Australian students. Examines the theoretical frameworks, the materials used for instruction, the time allotted for instruction, the role of the teacher, the lesson format, and student motivation. (PRA)

Relates a teacher's observations of first graders in a whole language classroom enabling each other to read. Suggests reading techniques which foster this collaborative learning. (PRA)

Provides 10 tips based on research, observations, experiences, and comments from practitioners which will help teachers get through the first year of implementing a whole language approach. Offers a 15-item list of resource companies and their addresses that might assist teachers and educators who wish to investigate this area further. (MG)

Discusses the whole-language teacher's role in the development of children's writing and creating a positive writing environment in the classroom. (MG)

Suggests that the dangers and risks in whole language are real and irremedial, and educators' only recourse is to take responsibility for its shadow side and attempt to learn the lessons that even "monstrous examples" portend. (RS)

Proposes a framework for holistic evaluation of literacy development that is based on principles from whole-language theory. Argues that evaluation should be longitudinal, contextual, and evaluative. (RS)

Argues that deep coding skills must and can be introduced, taught, practiced, and reinforced within contexts meaningful to students. Shows how teachers can provide these meaningful educational contexts within which decoding strategies make sense to emerging readers. (SR)

Presents some of the conceptions of balanced instruction. Provides information about the research and theory supporting each one. Describes some of the practical implications for classroom practice. (PA)

Tells about how the author has been learning how to advocate for progressive literacy practices (such as whole language) without demeaning traditional reading and writing instruction and, ultimately, the teachers who enact those practices. (SR)

Presents annotations of 30 notable children's books in all genres (published in 1996). Includes suggestions of experiences, activities, and related literature for each work of literature. (RS)

The whole language movement evolved partly from a larger political context. Anti-whole language arguments were responses to increased student and teacher empowerment threatening traditional hierarchies and certain characterizations of whole language. By calling whole language a point on the pendular cycle, critics mounted an aggressive campaign in…

Shows that motivation research is generally compatible with and supportive of the whole language philosophy of instruction. Provides explicit motivational reasons why whole language practices might be effective. Suggests whole language classrooms provide settings where motivation researchers can investigate the success of motivation principles,…