This book highlights ways in which science instruction benefits from the perspectives of teachers committed to whole language. The introductory chapter starts from a viewpoint outside the classroom and seeks to identify overall patterns while the remaining chapters build from experiences in individual classrooms. This book assumes that teachers…

This paper argues that Attention Deficit Hyperactivity Disorder (ADHD) should be viewed as a dysfunctional relationship between an individual with certain predispositions and an environment which generates certain expectations, demands, and reactions. The paper presents a model in which: ADHD behaviors result from a combination of inherent…

A study attempted to delineate the parameters of practice that are referred to as literature-based reading instruction and explored the perspectives of the teacher, the students, and the researcher about the use of literature in three different literature-based classrooms. Six teachers (third grade or above) were identified, teachers who were…

An analysis of the literature helps bring greater clarity to educators concerning the theory and practice of literature-based instruction. There are two common threads in all the interpretations of literature-based instruction: (1) the use of literature as the primary material for reading instruction; and (2) the elimination of the structural…

Discusses the use of mini-lessons within thematic units as forums for language learning and content development for intermediate grade students with hearing impairments. A project to enhance the language arts curriculum at the Nebraska School for the Deaf uses the whole language mini-lessons to work on skill development, clarify misunderstandings,…

Provides insights on how to assess a whole language foreign language class (WLFLC) and to field test qualitative research methods for a WLFLC. The Hebrew language class was assessed through analysis of semistructured interviews with four students, students' reflective mid-term papers and final class evaluations, and teacher journal notes. (VWL)

Offers suggestions to incorporate holistic reading and writing activities into existing curricula and classroom structure to create a print-rich environment in which children use reading and writing in meaningful ways. (MG)

Offers seven practical suggestions, which can be adapted to any grade level, for extending one's classroom to the outdoors. (MG)

Uses boxes, bottles, bags, brochures, and other print materials to create more interesting and more effective whole language lessons. (MG)

It is possible to connect art and language arts using traditional Japanese art. After explaining the Japanese art forms of Haiku poetry and sumi-e painting, the article describes a project in which students write haiku on special paper then illustrate their poems with gung and shey strokes. (SM)

The whole-language approach is seen to be applicable within communicative language teaching for young Indonesian students. The goal of teaching English in Indonesia is to teach students to read effectively, and whole-language instruction allows them to read immediately. Examples of reading activities are given. (Contains nine references.) (LB)

A teacher at the Hawaii School for the Deaf and Blind recounts his experience implementing a whole-language approach with an elementary class of students with hearing impairments. The effort, focusing on insects, utilized dialog journals, word banks, shared reading, guided reading and writing, independent reading, and theme activities. A…

Reviews "Thematic Units: An Integrated Approach to Teaching Science and Social Studies" (Fredericks, Meinbach, and Rothlein); "Using Poetry across the Curriculum: A Whole Language Approach" (Chatton); "Getting Down to Cases: Learning to Teach with Case Studies" (Wassermann); "Phonic Phacts" (Goodman); and "English As a Second Language: 25…

A book-centered, whole-language approach to literacy education is proposed for young children with hearing impairments. Through the context and vocabulary of a selected book, children work on gross and fine motor skills, language, speech, audition, writing, cognitive skills, and social skills. Two sample lesson plans are described. (JDD)

Mask-making with simple art materials can be used to reinforce elementary students' reading, writing, and interpersonal skills. The article describes a mask-making project that connected fourth graders with language, literature, and self-expression. (SM)