Several reading experts comment on the whole language approach to teaching reading and on the whole language debate. Topics include definitions of whole language, characteristics, justifications, shortcomings, and critiques. (IAH)

Describes the experiences of teachers (n=7) and science-oriented experts (n=20) involved in the Elementary Science Integration Project designed to promote science as central to cross-curricular studies. Results revealed the influence of teachers' scholarly and pedagogical orientations on the way they think about science-language-arts connections.…

Phonics and other word analysis activities need to be placed in perspective. An effective approach is for readers first to read the whole text, then participate in teacher-directed and learner-independent word analysis, and then return to reading words in a holistic context to establish comprehension. (SK)

Presents an interview with Carole Edelsky in which she discusses the political issues that affect the day-to-day lives of children and teachers in the language arts classroom; political aspects of whole language; national political issues and literacy; and political actions teachers can take to improve language arts education. (RS)

Reviews some of the benefits of the whole-language philosophy. Discusses the importance of systematic direct instruction, defining it and presenting arguments for including it in the classroom. Urges building bridges between whole-language and more traditional approaches. (PRA)

Looks at a literature-based approach to reading instruction and the whole-language approach to teaching adult literacy. Describes the instructional procedure used in a workplace literacy program serving employees of the Ohio State University hospital staff. (JOW)

Discusses the issues of language, learning and teaching, and kids and teachers in a whole language classroom. (MG)

At New York City's progressive Bank Street School for Children, teaching is directed to the whole child's social, emotional, physical, and cognitive development. The school's reading program focuses on a language-experience approach based on student choice. This article shows how collaboration between teachers and librarians has strengthened the…

The Whole Language Movement may be the most widespread and fastest growing grassroots curriculum trend in U.S. education. Although a few Teachers Applying Whole Language (TAWL) groups are affiliated with school systems, the majority are supported entirely by teachers from different school districts meeting together voluntarily to advance their own…

This response to Gersten and Dimino (EC 606 357) sees whole language as a perspective on language instruction rather than as an instructional procedure. Three other perspectives on language instruction are suggested--cognitive, sociocultural, and developmental--and are illustrated with sample cases, to demonstrate their contributions to a…

Ponders the dilemmas of teaching and learning how to learn from reading (using the "fortunately/unfortunately" pattern from Remy Charlip's book "Fortunately.") (SR)

Proposes using literature to teach reading to learning-disabled students as an alternative to basal readers, because authentic text is more predictable, cohesive, and interesting. Additional components of a literature-based program include reading aloud, silent reading, self-selection of materials, meaning-centered curriculum, oral response…

Describes the positive experiences of veteran teachers who have switched from basal reading to the whole language approach. (PRA)

Discusses the procedures for using the Classroom Reading Miscue Assessment which was developed by Denver area Coordinators/Consultants Applying Whole Language to help teachers efficiently gather miscue data. (MG)

Presents guidelines designed to help teachers using whole language for the first time. Addresses a variety of concerns, including staff development, the change process, and implementation. (SR)