Draws a parallel between the experience of learning to read and write in a first and a second language. Notes that the experience of learning through an approach that permits talking, reading, and writing freely is satisfying whereas the experience with a text-based approach to learning is much less satisfactory. (RS)

Discusses some principles, considerations, and cautions for those creating staff development programs in whole language. Discusses factors necessary for effective implementation of whole-language programs. (RS)

Discusses the history and importance of bibliotherapy. Suggests that reading teachers need to be aware of the literature which can be used in the classroom and that bibliotherapeutic literature should be a component of reading programs for at-risk students. Appends a 135-item list of bibliotherapeutic literature organized into 55 topics. (RS)

Discusses the use of computers in teaching basic writing to college students. Offers computer exercises and activities which foster a whole-language curriculum. (PRA)

Describes how children develop printed word knowledge when taught with a top-down, sentence-based approach. Cites four stages in word knowledge development: word as a nameable object in text; word as an object with a beginning element; word as an object with a discernible beginning and end; and word as an object with a beginning, middle, and end.…

Discusses three basic principles of whole learning that provide the framework for course instruction: (1) literacy processes are used on a daily basis; (2) students are given much opportunity to use and practice what is learned; and (3) learning is a social process. Notes that preservice teachers are resistant to implement content area reading…

Shares how five characteristics of a whole-language environment (time, ownership, process, conferences, and resources) affect teachers' and students' experiences in a whole-language inservice course. (MG)

Discusses a child who failed to make sense of the graphophonic, syntactic, and semantic cuing systems of English until he was exposed to a literacy-rich, whole language classroom. Argues that teacher education programs need to be intentional about adequately preparing preservice teachers to go beyond the selection of good children's books. (RS)

Describes a long-term inservice program aimed at restructuring one elementary school's literacy program. Focuses on observed changes that occurred as teachers became active participants in staff development sessions designed around effective change principles. (SR)

Investigates nationwide practices in language instruction, the nature of changes, and perceptions and reactions of teachers. Finds that 85% of teachers followed a curriculum guide; teachers appeared to react diversely to the philosophy of whole language; and whole language appeared to be gaining a foothold in suburban schools of approximately 300…

Discusses three children who successfully learned phonics in three very different instructional settings (conventional, whole language, and tutoring in a learning center). Notes that the children developed in similar ways, yet at different rates; the teachers nudged the learners toward literacy development; and writing was a part of the curriculum…

Provides a brief synopsis of whole-language characteristics that could be germane to analyses of basal programs. Presents an assessment tool designed to assist teachers, administrators, and curriculum adoption teams in evaluating the degree to which commercial basal reader programs adhere to whole-language characteristics. (RS)

Examines the relationship between instructional practices which teachers use and current theories of literacy development. Shows that the "fit" between current theories of literacy development and the traditional basal approach is inadequate. Addresses the role of critical thinking in transforming teachers' perspectives about the reading process…

Reports on a two-year descriptive study of eight low-income children's writing in skills-based and whole language instruction. Finds that the students at the "top" did well in whole language instruction, and for less proficient learners, the whole language curriculum appeared to provide more support. (RS)

Describes a classroom in which the teacher has developed a sense of community through her emphasis on whole-language instruction. Describes the organizational patterns of both the teacher's and the children's activities in this exemplary whole-language classroom. Documents instances of collaboration and student choice. (SR)