Illustrates strategies for the practical application of a whole-language approach in the second- or foreign-language classroom. Both first- and second-language teachers were interviewed and observed for the study. Provides practical whole-language activities appropriate for secondary- or university-level classes. (Author/JL)

The authors of a report on the technical adequacy of alternative reading measures reflect on issues concerning "whole language" terminology, the use of both quantitative and qualitative measures, and instructional decision making. (DB)

Discusses designing, initiating, and collecting observational data from a program designed for a multicultural inner-city kindergarten classroom to teach emergent literacy, to use picture books representing children's cultures, and to share responsibility for children's own learning by freely initiating interactions with print materials. Notes…

Early childhood education majors enrolled in a reading methods course completed a questionnaire on teaching writing. In general, the students supported a process approach to teaching writing, believed that such an approach could be easily implemented in a classroom, and intended to use a process approach themselves. (PCB)

Describes how one resource person demonstrated and discussed whole language teaching methods in five elementary and middle schools to start the process of educational change. (MG)

The first article describes the whole language approach as an outgrowth of individualized reading and the language experience approach, which encourages students to read books about their own interests, regardless of their reading levels. The second suggests ways in which media specialists can contribute to the planning and implementation of whole…

Characterizes the whole language movement in terms of its philosophical, political, and curriculum assumptions and consequences. Also, praises the movement for the good it has done; points out problematic features of the movement; and evaluates the likely legacy of the movement.(BB)

Investigates whether teachers behave in ways consistent with their theoretical orientation to reading during reading instruction. Finds that a majority of the teachers did not teach reading in a manner consistent with their self-reported theoretical orientation. (RS)

Describes a literacy training program for adults with deafness, along with pre- and posttraining results of assessments of 10 adults enrolled in the program. The results indicated that the computerized drill and practice items used in the program were effective in increasing the English literacy of program participants. (23 references) (MDM)

Discusses the Reading Recovery, whole-language, and Montessori approaches to the teaching of reading, suggesting the use of the reading recovery approach for those children who experience difficulty reading and writing in a Montessori classroom. Notes that Reading Recovery emphasizes writing to generate meaning, focusing on children constructing…

Examines the first-grade materials in five new basal programs submitted for the 1993 Texas state adoption, comparing them with program materials currently in use in the state. Finds substantial changes in the more recent series. Interprets findings in terms of historical trends as well as recent developments in the literature-based and…

Examines the research on the central role of decoding in reading, concluding that the position that whole language proponents take in equating learning to read with learning to talk and their reduction of decoding to an incidental place in the curriculum are wrong. The authors argue for a balanced approach to reading instruction. (GR)

Examines factors that caused resistance to California's recently mandated approach to reading and language arts instruction that focuses on authentic literacy experiences. Discusses pressures from teachers, administrators, and parents; shifts in student population; and testing. Presents illustrative scenarios from California schools. Suggests ways…

Replies to Carole Edelsky's response to the authors' article on the schism between proponents of whole language and traditional language arts instruction. Defends the questions posed by the authors' research agenda, and suggests that diverse research methodologies can be employed in tandem to address them. Calls for collaboration among…

A program for language learning-disabled students is described that uses a whole language philosophy to structure contexts that develop students' pragmatic, semantic, syntactic, graphophonemic, and metacognitive abilities underlying speaking, listening, reading, and writing. This paper describes the program environment, children, thematic…