This study evaluated the transfer of decoding skills from a code-emphasis program that used a controlled text to a literature-based basal reading series consistent with the whole language approach. Participants were 11 elementary students with learning disabilities who received reading instruction in a resource program. Results found students…

This article discusses ineffective practices and educational outcomes attributed to the whole language approach which may stem from other educational dynamics, such as failure to provide adequate training or mentoring to teachers, confusing language as a communication process with language arts skills, and failure to apply known principles of…

Two school districts that implemented a whole language curriculum were studied to determine how well students learned traditional reading and writing skills. Analysis of standardized testing, teacher and administrator interviews, and whole language theories indicated students were learning skills as well as they had with a traditional curriculum.…

This literature review synthesizes the effects of technology-assisted instruction on the learning of students with mild and moderate disabilities for the 1988-95 period. Empirically based findings are discussed in the skill areas of reading, written expression, whole language, and mathematics, and in the content areas of social studies and…

A teacher of elementary deaf students describes the value of using "big books," which allow groups of students to share text and pictures, as an effective learning resource both for deaf students and for older students with learning disabilities. Seventeen big books in such areas as multicultural education, science and industry,…

Reviews the relationship between phonological awareness and early reading. Follow-up data from a group of 38 first-grade children who had low letter-sound knowledge in kindergarten found that those who received phonological awareness intervention in kindergarten performed better than their first-grade peers on word recognition and reading decoding…

Primary teachers completed the Theoretical Orientation to Reading Profile and Primary Teacher Questionnaire to determine their endorsement of developmentally appropriate practice. Results indicated a substantial congruence between the constructs underlying the notion of developmentally appropriate practice and those that are fundamental to a whole…

This article discusses the concept of world knowledge and its relevance to intervention processes. Roles of linguistic and physical context in interpretation and levels of speaker experience are discussed. Levels of involvement are related to communication goals, and these principles are extended to applications in the teaching of language skills.…

Describes the Thematic Experience Approach, designed to build on positive experiences that enlarge the high school dropout's perspective while building self-esteem, background knowledge, and reading ability. Describes a sample unit dealing with legal rights as presented in a history class, a futures class, and two language arts classes. (RS)

Lists 13 whole language projects and possibilities selected from many schools which can be used as a source of ideas to stimulate parents' engagement in whole language activities. Shares the efforts of 1 school, and describes how parents are involved in promoting reading and writing. (MG)

Considers the need for a definition of "whole language" and difficulties involved with such a definition. Characteristic experiences in whole language learning communities are discussed. A case study is also provided. (Author/BB)

Describes how a first-grade whole-language teacher uses daily story time to model good writing practices with her students. The approach focuses on using the teacher's own life experiences, including the death of her high school-age son, to teach students about life's lessons. (MDM)

Presents a schematic framework of the process and merits of the whole language approach to achieving literacy. This framework, a four-part annotated chart, is used to orient new teachers and to inform parents quickly about instructional goals, mission, values, and directions being taken to achieve them. (ET)

This study compared reading gains of low-socioeconomic status, at-risk kindergarten students within two curricula collaboratively written by classroom teachers and speech-language pathologists. Compared to the alphabet-based curriculum, the whole-language curriculum showed greater gains in the use of print to represent meaning and similar gains in…

Examined a kindergarten teacher's implementation of a whole-language program and her students' responses to questions about reading, such as, Can you read? What can you read? What is reading? and When did you learn to read? Seventy-five percent of the children indicated that they had learned to read during kindergarten or when they were…