Phonics and other word analysis activities need to be placed in perspective. An effective approach is for readers first to read the whole text, then participate in teacher-directed and learner-independent word analysis, and then return to reading words in a holistic context to establish comprehension. (SK)

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)

Argues that holistic, transactional views of the reading process have been uprooted and replaced with what has been labeled "balanced" instruction. Presents a brief outline of the California requirements for instruction incorporating phonics. Concludes by encouraging whole language teachers to stand together because their beliefs are…

This paper examines the media and political landscapes within which "whole language" is currently constituted in Australia. Through surveying the themes and rhetoric deployed in media texts over recent years, we consider how "whole language" has been taken up as part of a wider media campaign around education generally. We…

This paper explores the conflict between instruction that characterizes Chapter 1 programs (which appear to advocate segmentation, isolated skills instruction, and other curricular incongruencies with the core reading classroom) and instruction that results from whole language philosophy. The paper maintains that the conflict may be due to a…

A study investigated the decoding automaticity of elementary students when receiving rule-based instruction (as a process of applying syllable and structural analysis rules and limited phonics), and when receiving holistic instruction in a whole language program (exercises in listening, reading and writing, integrated with classroom instruction…

A recent report entitled "Preventing Reading Difficulties in Young Children" (Snow, Burns, and Griffin, 1998) concludes that both phonics and whole language are important in teaching young children how to read. These two strategies--along with plenty of time for children to read, to be read to, and to write--are important components of…

This paper aims to offer a "fresh look" and to provide some further insights on teaching basic language skills with literature and composition-based "whole" language arts programs (this could include the Core Knowledge Foundation's literature), and on the time and attention this combination deserves in primary-level classrooms.…

The purpose of this digest is to review various interpretations of balanced reading instruction and to explore the relationship between this instructional approach to beginning reading and state reading standards. Sections of the digest address what balanced reading is, offer examples from classroom practice, and discuss reading instruction and…

A primary-grade teacher describes how she uses singing to teach phonics in her classroom. Notes how children are helped to integrate the three cuing systems of language--semantic, syntactic, and graphophonemic--as they read and sing together. (ET)

Reviews four books that deal with reading comprehension, phonics in a whole-language classroom, children's books for mathematics learning, and using nonfiction trade books. (SR)

Examines the results of the National Reading Panel's (NRP) comparison of skills-based and whole language approaches through the lens of reading comprehension. Reveals that the research does not show that skills-based methods are superior. Concludes that the NRP's interpretation of the results is not the only possible one and should not be the…

Describes one teacher's unhappiness with the teaching situation because of the school district's recent adoption of a systematic intense phonics instruction program that every K-3 teacher is required to use with every child via whole group instruction. Argues for the importance of whole language instruction. (SG)

Describes two schools that were moved into inclusive practices. Notes that in the first school, about half of the teachers considered themselves whole language teachers prior to the inclusion project, while in the second school, both whole language and inclusion were new to the teachers. Discusses the features of change in these schools. (SG)

Serves as a follow up to "Moving toward Inclusive Education: Two Stories" which appeared in the last issue of this journal. Demonstrates, in chart form, the commonalities between inclusive education and whole language. Includes a bibliography of readings in inclusive education and whole language. (SG)