Presents reviews by elementary school classroom teachers of books that have had a significant impact on their teaching and the philosophical underpinning for their actions. Includes reviews of four books on literature, literacy, language arts, whole language, the holistic approach, and assessment. (PRA)

Interviews a group of New York teachers to investigate the issues that teachers confront as they make the transition to whole language and attempt to sustain it. Discusses the amount of work involved in whole language instruction; relations with other faculty members, administrators, and parents; organization of instruction; defining whole…

Based on the premise that whole language is a philosophy or perspective, rather than a set of practices, this fastback develops a definition of whole language, presents an information processing model of language processes, and discusses theory-practice relationship and assessment as they relate to whole language. Sections of the fastback are:…

Through an in-depth interview, a study investigated teachers' beliefs and understandings about language learning. Subjects were nine elementary school teachers from a suburban midwest school district where a whole language philosophy was beginning to become infused in the curriculum. Subjects were selected for participation based on the teachers'…

Traditional Individualized Education Program (IEP) goals focusing on mastery of skills taught in isolation are inappropriate for primary-level whole-language classrooms containing children who are deaf or hard of hearing. Sample goals and objectives that measure students' growing ability to read and write are presented. (JDD)

Describes the ways key issues in whole-language implementation were handled in Tennessee's pilot program. Offers a framework for encouraging teachers to look closely at the advantages of whole language without squeezing them between a rock and a hard place. (RS)

A longitudinal study evaluated the Cambridge Lesley literacy Project as implemented in the Longfellow School in Cambridge, Massachusetts. Five years of data on the progress of all children from kindergarten through third grade in both the Spanish bilingual program and the standard program were gathered during twice-weekly visits to the…

In a truly balanced literacy program, how teachers teach is as important as what they teach. This article focuses on issues related to teaching basic skills with literature, effective grouping and planning, covering content, and dealing with student assessment. Five rules of thumb for maintaining balance are listed. (SM)

Identifies the need to resolve inconsistencies between the whole language teaching approach and school, district, or state grading and evaluation policies. Suggests attempting to bring the inconsistencies to light while also undertaking individual, group, and criteria comparison. Discusses data collection techniques which can help achieve these…

Recognizing that increasing pressure for greater accountability has accompanied recent economic changes, this book presents 11 articles on literacy evaluation and assessment. They are: (1) "Evaluation: A Political Issue" (Wendy Crebbin); (2) "Understanding Evaluation" (Kaye Lowe and Bill Bintz); (3) "A Difficult Balance:…

This booklet discusses the "whole language" approach to language instruction, which teaches students "from whole to part" through the integration of the language processes of reading, writing, speaking, and listening with an emphasis on meaning and purpose. The booklet explains what whole language is, describes its use in the teaching/learning…

Discusses the "Biographic Literacy Profiles Project," a seminar for teachers and administrators which focused on developing an alternative to current assessment methods in elementary language arts. Shows how the process of changing assessment patterns can reflect the same integrative, holistic goals that teachers have for working with…

If whole language classes are to be student-centered and teacher responsive, teachers must relinquish several commonly held assumptions regarding student performance levels and abilities, testing practices, lesson planning, and classroom control. In the process, they will gain the freedom to achieve their own potential and enhance their students'…

Finds that state-level textbook adoption committee members reported four major unresolved reading issues: (1) assessment of students' reading progress; (2) whole language versus basal approaches; (3) ability grouping; and (4) use of tradebooks in place of basals. Suggests that the members may lack sufficient specific knowledge of the issues to…

Finds four major unresolved issues, according to state legislators: (1) assessment of students' reading progress; (2) whole language versus basal approaches; (3) use of tradebooks in place of basals; and (4) whether at-risk readers should spend increased time reading or practicing isolated reading skills. Suggests that legislators lack sufficient…