Considers the metaphors used to reflect on and guide literacy teaching and learning in the early years. Offers a critical examination of scaffolding, currently a very popular metaphor. Argues that this concept alone cannot capture the challenge of responding to the diversity of young children's intentions in literacy activities. Suggests a…

Three studies examined sources of learning by which children, very early in learning to read, formed correspondences between letters and phonemes when these were not explicitly taught in the whole-language instruction they received. Findings of these studies have implications for the question of how early in learning to read children are able to…

Describes one teacher's experience in using the whole-language approach to teach English as a second language to kindergartners in Lebanon.(Author/VWL)

Suggests that by nurturing a pleasant, meaningful, and self-motivating atmosphere, Fluency First reading and writing assignments prove rewarding to teachers and students alike. Fluency First is a systematic set of activities for developing fluency and then focusing on clarity and correctness. It was designed and implemented by English for academic…

This study examined reading instruction and grouping practices for students with learning disabilities through interviews with 14 special education teachers and observations of their resource room instruction. Teachers primarily provided whole group reading instruction and little differentiated instruction or materials despite the wide range of…

Responds to a study that found that group art therapy, bibliotherapy, and whole language instruction provide a good match for interdisciplinary learning for special needs students. Reviews and analyzes published literature in these areas, as well as in interdisciplinary instruction. Looks at program procedures and strengths and weaknesses. (RJM)

Sets up a contrast between the traditional pedagogical practices in secondary school and in whole language practices of elementary schools. Maintains that the level of interest and involvement being so much greater in elementary school argues strongly for reform in secondary schools. (TB)

Discusses the history of literature-based reading programs, including the early history, growth of libraries and recreational reading, individualized reading, emergent literacy, reading aloud, whole language literature-based reading programs, teacher education, and the future. (SR)

Various word-recognition tasks were completed by 54 second-grade students from classrooms where reading instruction followed the whole-language approach or the phonics/skill-based approach. A task involving a cloze procedure favored the whole-language approach, but there were no other significant differences between groups. Contains 30 references.…

Presents key questions reflecting research in first/second language acquisition and whole language principles: is curriculum organized around "big" questions?; are students involved in authentic reading and writing?; are students given choices?; is content meaningful?; do students work collaboratively?; do students read, write, speak, and listen…

Discusses ways that library media specialists can influence lifelong learning habits by collaborating with teachers on projects and activities that incorporate real-life applications. Based on readings from the whole-language philosophy and school-reform movement, presents examples from a high school; the examples stress authentic learning…

A study examined the effectiveness of a program for improving student writing skills by using whole language. Targeted population was a fifth grade class of 30 students in a stable middle class, suburban community, located in Rockford, Illinois. Writing deficiencies were documented through data gathered from norm referenced tests, quality and…

A study attempted to determine how students in literature-based reading programs compare to students in basal-based, skill-oriented reading programs in terms of their interest in reading. The study was carried out on a sample of 215 pupils in 9 third and fifth grade classrooms from school districts in Eastern Kansas and Northeastern Oklahoma.…

Developed with practicing teachers in mind, this book presents reprints of 22 articles and excerpts from longer works that deal with the most significant trends and issues facing literacy educators--whole language, phonics, literacy materials, emergent literacy, spelling, assessment, content literacy, vocabulary instruction, national standards,…

The 15 essays in this book reveal the complexity of teaching writing, with some contributors calling into question the gap between classroom theory and classroom practice as seen through students' and tutors' perspectives. The book analyzes the cornerstone of theory and proposes a reexamination of some taken-for-granted composition practices.…