Describes research projects conducted in a first-grade literature-based reading program; a second-grade fluency-oriented reading instructional program that uses both children's literature and a basal reader; and a second-grade literature/strategy-based program. (RS)

In this interview with a Florida kindergarten teacher, the whole language philosophy is used to help elementary students learn skills through ongoing reading and writing activities. Thematic units are used to encourage teacher facilitation and peer teaching. (DG)

Studies the attitudes toward reading as a sex-role appropriate behavior in classrooms using basal reading instruction or the whole language approach. Suggests that the nature of instruction has a significant effect on boys' view of the sex-role appropriateness of reading and writing. (MG)

Identifies the need to resolve inconsistencies between the whole language teaching approach and school, district, or state grading and evaluation policies. Suggests attempting to bring the inconsistencies to light while also undertaking individual, group, and criteria comparison. Discusses data collection techniques which can help achieve these…

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)

Conveys the power of children's questions and highlights the process of questioning in a whole-language classroom. Suggests that the role of questions in the classroom talk demonstrated to the teacher the connections and relationships between discourse content and discourse structure. (RS)

Explores the essence of whole language and the change process in moving toward a whole-language orientation. Discusses oversimplifying complexities, moving beyond a focus on practice, whole-language staff development, and concerns for the future in the context of a school district's move toward whole language. (SR)

Offers three keys to becoming sensitive family literacy advocates in early childhood programs. Notes that strengths and abilities of children and their families should be emphasized, regardless of the family's current literacy levels or educational priorities. (ET)

Relates how children's everyday experience can revolve around a common object, in this case, a large hole dug outside their early childhood classroom. Describes how the hole captivated student interest and became the focus of much of their thought and writing, thus facilitating language skill development. (JW)

This article for speech language pathologists discusses theories of language learning and use that are consistent with whole language, including lexical contrast, connectionism, schemata, event representations, and parsing. Direct application is made to intervention, and examples of interactions between speech language pathologists and children…

Examines a whole language "school" run by 14-year-old Bryan Sans of New Rochelle, New York, describing the after-school and weekend activities that he organized for his younger siblings and neighborhood children. (MDM)

Although whole-language teachers may have more freedom in the classroom than teachers who follow a more prescriptive approach, they are still accountable to parents and administrators. Whole-language teachers need to have a philosophical rationale for the decisions they make, be consistent in their application, make informed choices, be responsive…

Describes a writing program in a first-grade classroom in a primarily low-socioeconomic, urban Appalachian region. Notes that the program aims at helping children become writers and to: (1) teach the concept of writing as communication; (2) learn about children's strengths and needs through observations and writing samples and teach accordingly;…

Although learning to read well is essential for future success, many children are neither proficient nor avid readers. There is no single "right" approach to reading instruction; teachers should abandon the phonics/whole-language debate and adapt strategies to children's preferred reading styles. Principals should model reading behavior…

Investigates writing skills learned in a low socioeconomic status, urban, primary, whole-language classroom. Finds that the children became more fluent writers who used more complex sentences, but the surface level skills used for some purposes did not become automatic. Suggests that some children need more opportunities for editing and…