A recurring theme within the prolific body of research on reader response is that of reader stance. Although several prominent theories of reader response spring from different perspectives, they share one common property: each describes reader response in terms of two opposed domains with particular responses falling somewhere on a continuum…

Educators at Georgia Southern University began using a whole language approach to developmental literacy instruction by adapting the model David Bartholomae and Anthony Petrosky provide in "Facts, Artifacts, and Counterfacts." Rather than a focus on information retrieval and transfer, whole language curricula encourage students to engage…

Suggests that the essence of whole language is students developing literate voices. Discusses a seven-month partnership in which the authors participated in and reflected on literature discussions with small groups of fourth graders. Explores how literate voices are developed in real classrooms. (RS)

Argues that instructional activities in teacher education programs can assist preservice teachers in identifying their beliefs. Identifies eight beliefs preservice teachers formulated about reading and literature following one part of a language arts education course in which they designed literature-based learning units. (NH)

Focusing on reading aloud in the classroom, this monograph demonstrates ways to integrate read alouds into an ongoing whole-language program in which children learn to reflect on literature by listening and responding to it. The monograph identifies and describes specific teaching strategies that invite students not only to listen to stories,…

A study underscored the potential of whole language philosophy as a framework for secondary English teachers and students as they move away from strictly traditional methods. Research methods included case study, grounded theory, and qualitative inquiry. Participants included 2 veteran teachers who taught in a predominantly white, suburban high…

This article reports that curriculum experts see some slow but significant shifts in thinking regarding the role of literature in the K-12 curriculum. The article first discusses changes in elementary classrooms, such as the use of "real" literature in the form of trade books. Also considered is the call for new basal readers or content…

While university researchers cannot agree on a model for teaching literature, or even what literary knowing is, the training for literature that prospective elementary teachers receive is totally that of teaching reading. Such education is unrelated to reading and responding to literature. Even when preservice elementary teachers do receive…

This ERIC/RCS Special Collection contains seven ERIC Digests (brief syntheses of the research on a specific topic in contemporary education) and eight FAST Bibs (Focused Access to Selected Topics--annotated bibliographies with selected entries from the ERIC database), providing up-to-date information in an accessible format. The collection focuses…

The Stanford Program on International and Cross-Cultural Education (SPICE) represents a long-term effort by Stanford University to improve international and cross-cultural education in elementary and secondary schools. This volume of the elementary literature series focuses on the primary grades; utilizes primary source literature from Japan;…

Applying the whole language perspective across the primary-grade curriculum, this book presents 10 essays that describe first-, second-, and third-grade classrooms where teachers find authentic, meaningful ways for children to communicate about their lives and what they are learning. Essays in the book demonstrate numerous whole language…

This book addresses reading issues pertaining to college students at all levels, and is envisioned as an essay collection of interest to educators involved with college reading, as well as those in other disciplines. Section 1 (Perspectives) presents 4 essays, which describe how college readers perceive reading and writing: "'Josh': Case…

Sets up a contrast between the traditional pedagogical practices in secondary school and in whole language practices of elementary schools. Maintains that the level of interest and involvement being so much greater in elementary school argues strongly for reform in secondary schools. (TB)

Making a case for the value of literature-based instruction, this book presents an overview of the extensive knowledge base supporting literature-based approaches to literacy instruction. It notes that literature-based instruction goes beyond simply changing the kinds of texts children read--also required in literature-based instruction are an…

Pointing out that influential movements in psychology, reading instruction, and curriculum development have greatly altered the terrain formerly occupied by the "teaching of literature," this literature review outlines the different ways education researchers have examined the following questions about literature instruction: (1) What…