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Peer reviewedShapiro, Holly Rose – Language, Speech, and Hearing Services in Schools, 1992
This article challenges two assumptions underlying whole-language philosophy: spoken language is directly comparable to written language, and skilled readers rely on contextual information more than on the printed word. Speech-language professionals are urged to engage in some instructional practices associated with whole language but also…
Descriptors: Educational Philosophy, Intervention, Language Handicaps, Learning Theories
Peer reviewedChaney, Carolyn – Language, Speech, and Hearing Services in Schools, 1990
This paper defines the whole language approach and identifies its strengths and weaknesses. An integrated instructional approach is recommended, balancing meaning and exposure to literature with skills instruction and practice. (Author/JDD)
Descriptors: Drills (Practice), Elementary Secondary Education, Instructional Effectiveness, Integrated Activities
Peer reviewedShanklin, Nancy L. – Topics in Language Disorders, 1991
This paper describes development of the whole language movement and the writing-process movement. It outlines 10 principles shared by both movements, such as the role of prediction, function before form, and integrated use of cuing systems. Implications for language specialists working with language-disordered students are addressed. (JDD)
Descriptors: Educational Principles, Educational Trends, Elementary Secondary Education, Language Handicaps
