Outlines four ways in which reading and writing are related. Identifies eight actions teachers should take to enhance literary development in their classrooms. Suggests two initiatives that teachers might take to enhance literacy in homes, schools, and communities. (PRA)

Asserts that there is a gap between theory and practice in literature-based reading programs. States that too often, such programs lack an underlying theory and mimic methodology associated with basal programs. Describes the theoretical perspectives of Louise Rosenblatt, her principles of aesthetic teaching, examples from a fourth grade classroom,…

Describes the development and implementation of meaning-based reading instruction for a group of sixth-grade students with special learning needs. Provides details as to program design and describes a sample session. (SR)

Presents reactions of provinces to position paper issued by the Canadian Psychological Association advocating a balanced approach to teaching reading. Reiterates position that whole-language programs be supplemented with phonological awareness exercises beyond those using initial word sounds to recognize words. Describes a booklet produced with…

Provides a different perspective on the recent controversy over the competing emphases to beginning reading, known as Whole Language and phonics, by examining the history of disputes about reading education. Helps illuminate the current debate by indicating which issues are novel and which continue unresolved from the past. (DSK)

Offers responses from four readers of this journal, all reading and/or classroom teachers, to a question posed by another teacher: whether children who have had limited literacy experiences should start reading in whole-language readers and/or trade books or whether they should start in controlled-vocabulary preprimers. (SR)

Reflects that the term "whole language" involves instilling a love of literature, problem-solving and critical thinking, collaboration, authenticity, personalized learning, and much more. Examines some recent research dealing with two fundamental points of contention between the two sides of the phonics and whole language debate. Finds evidence…

US government mandates to implement intensive phonics instruction in elementary classrooms invoke an alleged scientific superiority of this approach over more meaning-centered models. But curiously absent from this scientific enterprise is a study of the phonics system itself. Advocates of intensive phonics have not demonstrated that the commonly…

This digest discusses the concept of "phonemic/phonological awareness"--the awareness that spoken language is made up of discrete sounds. The digest also discusses why this concept is so important to early childhood educators, its relation to the debate on the best type of reading instruction, and teaching methods that may help children…

The ability to deal effectively with student differences is crucial to teaching reading. Teachers must address the needs of culturally and linguistically diverse students in the regular classroom. The ability of teachers to handle differences effectively translates into instructional practices that provide for each student's self-respect and that…

A study explored 18 Georgia third graders' perceptions of literacy teaching and learning during the second year of their teacher's transition from a traditional, textbook-based approach to a whole language, literature-based approach. Data gathering included 8 months of observation and of in-depth interviews with students. Analysis revealed that…

A two-part study evaluated the effectiveness of Longfellow School's primary-grade whole-language literacy project. Part 1 of the study began in the academic year 1984-85 with children in standard English and bilingual classes in grade K-3. Over a 5-year period, a total of 1,021 individual assessments were carried out on 336 students. Data…

In considering the issue of language and literacy, the following factors must be addressed: the nature of learning; the relationship between reading and learning; effective strategies and practices which promote literacy; and the responsibility of schools. Of the reading approaches and strategies which have been developed and implemented in an…

A study examined two methods of reading instruction, the whole language literature-based approach and the traditional basal approach. Eighty teachers from four diverse school districts in two midwestern states were surveyed to find out which method was the most widely used. Results indicated that 84% of the 50 teachers who responded used a…

Clarifying the place of phonics and spelling in a whole language program, this book presents classroom-tested strategies, models, and activities to help students make graphophonic connections, giving them the tools they need to become confident, lifelong readers and writers. Chapters in the book are: (1) Phonics and Spelling in Perspective; (2)…