Because both whole language and traditional skill-based instruction have strengths, educators should use a combined approach that includes direct instruction in phonics and reading comprehension skills along with whole language instruction. (Author/TE)

In a response to the previous article by Carla Heymsfield, it is argued that whole language, as a coherent philosophy of language instruction, does not need to be "patched" with skills instruction, and that direct instruction cannot be reconciled with natural learning. (TE)

The whole-language approach is discussed as a perspective-in-practice anchored in a vision of a equitable, diverse society. (Contains four references.) (LB)

Reading is a tool for learning. The goal for the teaching of reading must be to produce lovers of reading. A holistic approach should replace exclusive dependence on basal readers. Effective methods are the following: (1) language experience approach; (2) word banks; (3) pattern books; (4) sustained silent reading; and (5) directed…

Presents an overview of three ways that the computer can bridge the gap between reading and writing instruction: (1) word processing in the Language Experience Approach; (2) software to combine text and graphics; and (3) software to facilitate interactive reading and writing experiences. (MG)

Describes and provides examples of how storytelling can help develop children's language ability. Argues that the goal is not to teach children language but to create an environment that will allow language learning to occur naturally. (SRT)

Describes strategies which teachers can model to help their students become cognitively aware of language. Suggests that teachers model writing and reading strategies at the same time they demonstrate word processing functions. (MG)

Describes a program in a first grade classroom in a rural school district which integrates holistic and direct instructional ideas by using the basal reader as one part of an otherwise holistic literacy program. Presents the major benefits of and some concerns about the program. (RS)