Whole language versus phonics: the debate rages on over the proper techniques for teaching reading. Whole language is a child-centered, literature based approach to language teaching that will immerse the students in real communication. The reasons placed behind whole language teaching are based on linguistics, pedagogy, and psychology. In the…

Describes the development of a workshop that provides a rich writing program while meeting state-mandated test requirements. Based on a whole language approach, the writing workshop emphasizes five stages of the writing process (pre- writing, rough draft writing, peer editing, teacher editing, and publishing). The program merges writing processes…

Presents definitions of "whole language" and classroom organization/management. Describes several plans for organizing and managing a whole-language classroom. Presents a detailed example demonstrating how to organize and manage a whole-language primary classroom using a "modified blocked" approach. (SR)

Describes how the whole-language philosophy undergirds the teaching approaches used in a nontraditional special education program designed for students with language and learning disabilities. (SR)

Describes a phonetic spelling scheme called "Rational Spelling" that is claimed to be easy to learn and use and that could be used to encourage students to read and write freely at an early age. (SR)

Describes a year spent teaching English as a Second Language (ESL) in the elementary classroom using a whole-language approach in a nonthreatening environment with lots of writing and student ownership of text. (SR)

Describes a teacher's efforts to create an anthology of poems written by fourth grade students. Whole language activities progressed from poetry reading and group writing to individual writings based on outdoor themes. Presents examples of students' poetry. (KS)

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…

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)

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…

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…

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…

Suggests that many educators are finding common ground and common sense under the banner of "Balanced Literacy." Discusses the term, the search for balance, and the difficulty in maintaining a balanced literacy program. (RS)

Seikatsu tsuzurikata is a grassroots movement in Japan that has many parallels to the whole language movement, but it developed completely independently, beginning in the late 1920s. Our research into this movement was conducted in 1984 and described in Kitagawa and Kitagawa (1987). We are now updating our earlier research. Seikatsu tsuzurikata is…