Fourteen holistic, meaning-based reading and writing activities appropriate for students with learning disabilities are described, along with the theoretical background of the paradigm. As children experiment, approximate, and discover language naturally and socially, their immersion in authentic spoken and written language facilitates learning to…

This article describes the process approach to writing instruction, examining the literature-based approach to reading and the whole-language learning approach. In whole-language classrooms, reading, writing, listening, and thinking are interwoven. The article offers ways for parents to support such approaches at home and school. (SM)

Targeted to a wide audience, this book is a highly readable, nontechnical work without sacrificing the informative value offered by the relevant empirical research. The book is organized into three sections that discuss why it's difficult to learn to read; existing scientific evidence in reading research; and practical solutions, based on the…

Discusses the work of New Zealand educator and writer Sylvia Ashton-Warner. Describes her organic philosophy and how it is the basis for whole-language teaching; describes her Key Vocabulary method. Discusses adapting organic learning and whole language to upper-level literacy teaching. Discusses group inquiry learning and personalized teaching.…

Noting that recent changes in philosophy and classroom practices in teaching reading and writing have had a major impact on language arts instruction and have caused concern among some parents and teachers, this position paper urges a balanced approach that meets the needs of the children as well as the concerns of the community. An overview of a…

This report describes graduate courses in the whole language approach offered by Lander College to 10 rural school districts in South Carolina. The whole language approach is seen as a way to meet the educational needs of rural at-risk students. In the first course on the whole language approach, 10 early childhood teachers engaged in workshops on…

The paper presented at this conference, the theme of which was "Celebrating Literacy," focused on theories and applications of literature-based education and the use of holistic methods across the curriculum. Following an introduction by the editors, the book contains the following 12 papers: "Windows and Mirrors: Children's Books…

The purpose of this book is to consider early literacy education and whole language from the perspective of constructivist theory (which states that human beings acquire knowledge by building it from the inside in interaction with the environment) and research. More specifically, the book intends to show that the whole language movement is part of…

This article shows that bilingualism can be an enriching part of children's lives. A young child named Anna, living in a bilingual environment in which English and Finnish were spoken, was observed and her speech recorded. This discussion focuses on aspects of Anna's acquisition of language. Initial discussion works toward a definition of…

Characterizes the whole language movement in terms of its philosophical, political, and curriculum assumptions and consequences. Also, praises the movement for the good it has done; points out problematic features of the movement; and evaluates the likely legacy of the movement.(BB)

Describes a literacy training program for adults with deafness, along with pre- and posttraining results of assessments of 10 adults enrolled in the program. The results indicated that the computerized drill and practice items used in the program were effective in increasing the English literacy of program participants. (23 references) (MDM)

Discusses the Reading Recovery, whole-language, and Montessori approaches to the teaching of reading, suggesting the use of the reading recovery approach for those children who experience difficulty reading and writing in a Montessori classroom. Notes that Reading Recovery emphasizes writing to generate meaning, focusing on children constructing…

Replies to Carole Edelsky's response to the authors' article on the schism between proponents of whole language and traditional language arts instruction. Defends the questions posed by the authors' research agenda, and suggests that diverse research methodologies can be employed in tandem to address them. Calls for collaboration among…

Reviews 12 professional books dealing with the following topes: (1) children's literature; (2) literacy development; (3) young writers; (4) discovery science and nature; (5) whole-language resources on butterflies and on dinosaurs; (6) mathematics; (7) engaging children in literacy; (8) early childhood curriculum; (9) the High/Scope Perry…

Discusses the concept of a "literacy of thoughtfulness" for all students, characterized by the ability to think critically and creatively, to solve problems, exercise judgment, access, assimilate, and apply information, and communicate effectively with others. Suggests that thoughtfulness is inescapably bound up with culture. (KEH)