Describes changes made in the teaching of a college preservice education course in children's literature and reading methods that reflect principles of the whole-language approach. Discusses integration of curriculum, social context, classroom environment, evaluation, writing, purposeful learning, and opportunities to choose. (SR)

Methods such as phonics or whole language can never ensure that children learn to read. Children must learn from people--from teachers initiating them into the readers' club and from authors' writings. Children's relationships with teachers, each other, and the learning task itself are supremely important. Observation, not testing, gauges student…

Describes how elementary teachers can get good results using invented spelling in the classroom. The article presents the history of invented spelling and whole-language learning, then explains how to use core word lists, avoid sloppy drafts, conduct conferences, teach spelling effectively, and create a balance between writing and spelling. (SM)

Presents alternatives to three misconceptions about bilingual learners to promote the revaluing of these students. Describes traditional views of literacy instruction for second-language learners and suggests a whole-language literature program as an alternative. Lays out differences between inauthentic, controlled literature-based reading…

Investigates the relationship between type of reading instruction and reading comprehension. Uses predictor variables including IQ, group, race, and comprehension pretest score to predict comprehension score. Finds that the dependent variable was not significantly related to method of reading instruction, and there was no interaction effect…

Examines recent debates on the teaching of reading from the standpoint of science, art, and ideology, focusing on the reading theories, research, and practice of the past two decades. The analysis emphasizes the issue of whole language versus phonics, noting the effects of whole language and phonics on reading achievement. (SM)

Illustrates the concerns and problems that two teachers have tackled and are currently addressing as they change their teaching to an integrated language program. Considers issues and dilemmas that emerge when teachers begin to share power with their students. Covers some parallel power issues that arise in the collaboration between…

This response to Gersten and Dimino (EC 606 357) claims a lack of clarity in their understanding of whole-language instruction and confusion of the approach with its implementation. The response stresses the need to empower special education teachers so that they are able to make decisions about teaching and not merely follow directions in…

This response to Gersten and Dimino (EC 606 357) proposes that difficulties with both whole language and direct instruction of students with learning disabilities can be avoided with a model of instruction based on research in cognition and metacognition. Three techniques are discussed, including situated cognition, cognitive strategy instruction,…

Suggests that the essence of whole language is students developing literate voices. Discusses a seven-month partnership in which the authors participated in and reflected on literature discussions with small groups of fourth graders. Explores how literate voices are developed in real classrooms. (RS)

Presents a selected bibliography of 44 entries concerning whole language theory, research, practice, and evaluation. Annotations are followed by subheadings indicating the primary foci of the book or article. These sources will help practitioners make the transition from traditional to whole language instruction in reading and writing. (CJS)

A teacher at the Model Secondary School for the Deaf (District of Columbia) recounts how she learned to use the Whole Language approach to writing instruction, to encourage student writing and conduct teacher/student conferences, and to stimulate students' reading interests. (DB)

Shares the author's transition from traditional reading instruction to a whole-language approach. Discusses journal writing and dramatization as two effective teaching strategies. (MG)

Describes six projects conducted in a language arts classroom using a whole-language approach. Notes how students responded with eagerness, responsibility, and success. (SR)

Describes the ways key issues in whole-language implementation were handled in Tennessee's pilot program. Offers a framework for encouraging teachers to look closely at the advantages of whole language without squeezing them between a rock and a hard place. (RS)