Addressing the issues of how phonics is handled in whole language classrooms and the role that phonics plays in reading and learning to read, the content of this book is rooted in the language stories and literacy lessons of teachers' observations of at-risk children learning to read. The book begins with an introduction to one whole language…

After an introduction to the use of the whole language approach in adult literacy instruction, this paper describes some techniques or activities used in two adult literacy programs in Vancouver with participants who speak English as a first and as a second language. The Municipal Workplace Literacy Program, operated by the City of Vancouver…

This document reports on a three 3-day workshops on the whole-language approach in early childhood education held in Thailand in 1997. There were 119 registrants, including graduate students, teachers, and university instructors. Workshops were translated into the Thai language. The first workshop introduced the whole-language approach and…

With the introduction of the "whole language" approach to literacy and an emphasis on "across the curriculum" learning, the effective instruction of writing has taken on an added importance during the past two decades in California. Recent public demands for a "back to basics" school curriculum where the mastering of…

Describes one teacher's change process as she moved from a formal list of spelling words to a more individualized program, focusing on high-frequency words, student ownership, and sound/spelling principles. Offers descriptions of her spelling program as well as seven selected journals entries to show what her spelling program looks like during a…

Describes four models: The Authoring Cycle, a whole language approach that reflects the inquiry process; I-Search, an approach to research that uses the power of student interests; Cultural Celebration, using local heritage topics; and Science Lab Report, for the composition of a lab report. (LRW)

Compares whole language and process-oriented science and discusses the similarities between them. (KHR)

Explains how whole language classes differ from traditional developmental classes and illustrates how both African American and Caucasian students benefit from a whole language approach. Makes a case for the importance of using African American literature as well as other literature. Describes reading and writing assignments. (TB)

The Monterey Institute's International Studies curriculum is described in terms of its foreign language fluency requirements for business master's degree candidates and the school's use of language in international business negotiation training and other exercises involving foreign affairs. Illustrations reveal the school's success in educating…

Describes teaching method in which a person of the day is featured on a calendar and used as the basis of that day's social studies class. Explains that the strategy introduces authors, artists, inventors, and others and provides matching activities. Suggests the method can incorporate aspects of cultural literacy into social studies, fine arts,…

Describes current literacy practices in Australia and the history of influential approaches to literacy instruction. Discusses the unique contexts of professional development and practice that may make Australian approaches to literacy different from whole-language movements in American schools. (SR)

Discussion of the development of oral language skills for elementary age children highlights the use of well-known folk tales such as "The Story of the Three Little Pigs" to involve a group in an oral language experience. The use of puppets is described, and props and resource materials are suggested. (LRW)

Contains a vignette of a second grade classroom in which a whole language approach is used to teach reading and writing. Defines and describes whole language theory, practice, and goals. Offers guidelines to facilitate the process of changing from the basal to the holistic approach. (PRA)

A first-grade teacher explains how she uses the whole-part-whole reading model with 15 youngsters. Rereading allows students to practice recently learned skills and strategies, while developing fluency and comprehension. Other exercises include reading aloud in pairs, deciphering the daily schedule, discussions of syllable and sound similarities,…

Shows how two teacher educators and two teachers, combining their energies, worked through the difficult transition from basal readers to literature-based curriculums. Contains specific sections in which the elementary school teachers talk about their experience. (TB)