Discusses the whole-language philosophy and its view of language, learning, and teaching. Discusses the whole-language view of the relationship between students and teachers and the holistic approach. (PRA)

Conservative challenges to materials used in the public schools are no longer limited to isolated attacks against individual books. Recent curriculum challenges are noteworthy for their frequency, new targets (such as the Impressions textbook series), and changed strategies, ranging from litigation and personal persuasion to highly organized…

Describes a year spent teaching English as a Second Language (ESL) in the elementary classroom using a whole-language approach in a nonthreatening environment with lots of writing and student ownership of text. (SR)

Discusses two training programs and five books designed to facilitate teachers' efforts to integrate the curriculum. (SR)

Describes a teacher's efforts to create an anthology of poems written by fourth grade students. Whole language activities progressed from poetry reading and group writing to individual writings based on outdoor themes. Presents examples of students' poetry. (KS)

Argues that excerpts from the literary canon and from contemporary nonfiction should be included in secondary education textbooks of the future, contrary to the opinion of militant whole language supporters. (RS)

Discusses the issue of handwriting instruction through the whole language philosophy and direct instruction methods. States the approaches that each teaching method would use. (MG)

Presents an interview with Donna Wiseman. Discusses current programs and activities of whole language, criticism of leaders in whole language for being above any question or criticism, the existing research base for whole language, and the future of the whole-language movement. (RS)

Describes the following research-based whole language instructional strategies: predictions as a prereading activity; "webbing" words or ideas around a specific topic; shared writing; journal writing; vocabulary development; clustering synonyms as a way of approaching new vocabulary; context clues; analogies; definition maps; and reading…

Answers the five following common objections to the whole language approach: Haven't we tried this all before? What will happen to the child if some teachers use whole language and others don't? Where does the teacher find the time to do all this? Where's the proof that it works? and And what about the future? (PRA)

Presents instructional strategies that integrate syntax instruction with literacy instruction, while maintaining the integrity of language and the literacy process. Discusses using authentic texts and keeping the literacy process whole, manipulating sentence structures in context, and revising linguistic priorities. (SR)

Compares the rationale, design, use, and effectiveness of approaches to literacy education: natural, whole language, learner centered, and particpatory. Provides guidelines for literacy programs: create a community of learners, make literacy learning meaningful, help learners see how language evolves, and connect literacy to life. (SK)

In state legislatures and school boards around the country, the approach and the quality of reading instruction are under attack because of a decline in reading scores. The best reading instruction draws on the strengths of different philosophies. School boards should encourage schools to teach both phonics and the whole-language approach. (MLF)

Presents the reflections of two of the many people who had been active in the Catskill Whole Language Council to reflect on the annual Catskill Retrospection and Contemplation Preconference, which preceded the annual Whole Language Conference. Notes the successful formula included singing engaging songs together, welcoming remarks, and inspiring…

Examines the relation between the development of phonological processing skills and the effectiveness of Reading Recovery (RR) in a whole language instructional context. Finds that: RR and poor reader comparison groups had deficiencies in phonological-processing skills before participation; participation in the program did not reduce these…