Describes the Star Project in which each student was allowed to select a topic in any area of interest and then to create a project around that topic. Students selected mentors (often parents) to monitor and encourage their progress. The article describes the project's successes and failures. (SM)

Investigates the Spanish literacy development of 20 low-socioeconomic-status Spanish dominant students learning in whole-language classrooms. Notes that the children used a variety of reading and writing strategies. Finds that students learned about meaning construction through the use of whole language and that meaning construction was associated…

Elaborates on issues surrounding the whole language debate, particularly the issue of qualitative research. Discusses differences in what the opposing parties mean by "research." Submits that, although it is reasonable to hold teachers accountable for learning, there are valid criticisms of traditional standardized testing. Speculates…

Presents ideas on integrating science fiction into language arts, science, social studies, and math. Suggestions include an interstellar journey, imaginative language lessons, futuristic social studies, extraterrestrial life studies, intergalactic math, and science fiction story writing. (SM)

Presents an excerpt from the journal of a second grade teacher who reflected on the daily challenges and possibilities of learning in a child-centered, meaning-based classroom free of workbooks and standardized testing; an interview with author Nancie Atwell, a language specialist and veteran teacher; and suggestions for books and journals. (SM)

According to one Canadian principal, two major educational changes are necessary: personalized instruction and constructive feedback. To make education more personal means acknowledging children as important individuals with social, emotional, and intellectual needs. Feedback in high quality nongraded classrooms can be provided through…

Describes a former superintendent's disconcerting swim in the teacher candidate pool while trying to find a teaching position without "pulling strings." After landing a job teaching 36 fifth graders, he soon realized that espousing methodologies is very different from actually doing them. Allowing students more responsibility for their learning…

Suggests that spontaneous utterances of first-grade inner-city children in whole-language classrooms in two urban sites reveal five trends in learner perceptions of beginning reading and writing: (1) metacognitive statements reporting learner self-appraisal and self-management; (2) sound/symbol relations; (3) hypotheses about reading; (4) patterns…

Presents annotations of nine articles from the ERIC database that discuss the pedagogical relationship between reading teachers and their students. Includes articles that deal with whole-language instruction, student motivation, instructional grouping, questioning techniques, and the characteristics of effective teachers. (PRA)

The whole-language approach to reading interrelates different language arts and uses children's experience as the basis for reading materials. The Success Language Arts program promotes growth of knowledge in various academic disciplines while developing students' reading and writing abilities. The program eliminates basal readers and allows…

Four K-3 teachers (Brevard County School District) described their experiences using whole language programs. They had in common a child-centered attitude; an initial experience of frustration followed by encouragement from the children's excitement and involvement in learning; and an approach that began with the writing process and moved to…

In the research paper considered, Stahl and Miller compare the effectiveness of whole language/language experience programs versus basal reader approaches. The article is criticized for misrepresenting concepts related to emergent literacy and inadequately defining whole language, the lack of equivalence between the two nonbasal approaches, and…

Addresses the concerns of first-grade teachers about the implementation of a holistic literature-based reading series. Notes that the teachers in the "conversation group" had not been direct participants in the adoption decision. Suggests that the conversation group enabled the teachers to assimilate change through the sharing of the…

Focuses on three approaches to integrated instruction: (1) literature-based; (2) theme-based; and (3) project-based. Each approach is explained and illustrated through descriptions of successful classroom examples. Literature-based integration utilizes a story to build a unit, thematic units are built around a topic, and project-based integration…

Summarizes 10 documents and 9 journal articles recently added to the Educational Resources Information Center (ERIC) database. Among topics covered are relationship of health to school performance, community-based child development in Nepal, whole-language approach workshops, conference proceedings, science instruction, job satisfaction, day care…