This article discusses reading and writing as (1) cognitive processes influenced by social and cultural contexts; (2) sociocognitive processes; (3) a social relationship between authors and readers; and (4) social and cultural activities. Pedagogy and politics in the whole language classroom are also discussed. (JDD)

Contends that the conflict between the traditional, textbook-dominated establishment and the supporters of the whole-language movement is nothing less than a revolution. Describes tenets of the whole-language approach as they apply to the overarching goals of the social studies curriculum. (CFR)

Asserts that economics can be taught more effectively at all grade levels using the whole-language approach. Describes the role of teachers, students, and the instructional process in the whole-language classroom. Discusses student evaluation using portfolios and includes a portfolio description table used in an economics class. (CFR)

Asserts that social studies is an integrated field of study that calls for organizing the curriculum in a holistic manner. Maintains that the whole-language movement, which involves thinking about reading and writing as integrated, reciprocal processes, forms a natural partnership with social studies instruction. (CFR)