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…

Describes professional development program in Ontario school district to improve student reading and writing skills. Program used food-pyramid concepts to help teacher learn to provide a balanced and flexible approach to literacy instruction based on student needs. (PKP)

Discusses a new orthodoxy about to hit the schools in Australia, which sounds like a piece of "nonsensical madness": guided writing. Cautions educators not to be blinded by new orthodoxies. Encourages teachers to keep their perspective when presented with new teaching ideas. (SG)

For centuries societies have understood the importance of art in relationship to other disciplines. Many great artists were also writers and poets. Many artists were well educated in classical literature from which they drew inspiration for paintings and sculptures. The document argues that the obvious meeting place for the two disciplines of art…

A study investigated whether whole language principles had "seeped" into secondary language arts teaching in Cass County, Michigan by surveying teachers' attitudes. A total of 14 of the 15 language arts teachers in the four secondary schools in the county returned completed surveys. Results indicated that the language arts teachers (1)…

Reacting to whole language zealots who are not willing to hear new viewpoints or engage in a dialogue with people who differ from their paradigm of education, a graduate student-teacher-researcher who is in general agreement with whole language principles responds to a series of conversations in which she was a listener but not a participant. The…

Discussing the "Whole Language and More '93" meeting, this paper presents a series of helpful how-to's (and some valuable caveats) for those involved in conference planning. The first part of the paper presents a discussion of 10 steps the conference organizer would take again, including: promoting the conference; organizing various…

Whole language is a response to the increased knowledge base about language, literacy, and learning. Whole language educators believe that teachers should have direct access to this knowledge base and be supported in their efforts to use it to inform instructional decisions. This response stands in contrast to more traditional responses in which…

A study explored the nature of whole language as compared to the basal program for the years 1990-1991 and 1991-1992. The samples of pupils involved were from the eight elementary schools, housing grades kindergarten through grade five, in East Brunswick, New Jersey. The students have been instructed for many years in the basal approach. Since…

A study investigated the attitudes toward reading of third-grade students involved in a whole language program. The sample consisted of 71 students--48 students participated in the study group, and a control group consisted of 23 students. The independent variables were participation status, gender, socioeconomic status, race, qualification for…