Several elementary teachers present school-tested ideas for student assessment and activities for teaching writing. The article describes how one school conducted student assessment using a new checklist system and portfolios. Information is presented on schools that integrated literature, art, life skills, math, and role playing to teach writing.…

Examines the philosophy of the whole-language approach to teaching and learning. Whole language stresses that language should remain whole and uncontrived and children should use it in ways that relate to their own lives. Answers are not as important as learning processes in the whole-language approach. (SM)

Describes whole-language activities (including using predictable books and rewriting of literary and poetic patterns) used for teaching reading and writing in a Kansas middle school. (PRA)

This article examines the relevance of whole-language instruction with deaf children and concludes that, although this approach has many values, deaf children often need a more direct approach to acquire English literacy. Educators of the deaf are urged to be wary of adopting general education methods without careful evaluation with deaf students.…

Describes how a first-grade teacher developed an effective spelling program for his classroom that teaches sounds and words in the context of children's experiences. His program encourages students to memorize and learn words because the words are important to them rather than picked for them. (SM)

Reprints a talk presented to teacher trainers in 1990 that surveys thinking on language acquisition, specifically on the transition from orality to literacy, focusing on Montessori connections and applications. (HTH)

This article describes the whole-language philosophy of teaching reading and writing and its application to teaching braille reading to blind children. It suggests activities that are effective for enhancing the development of early reading behaviors in children who use braille and that integrate the critical components of literacy learning with…

Attention deficit disorder (ADD) is examined from the standpoint of teaching reading, and strategies are offered for teaching youngsters who are having difficulty reading due to ADD. Examples of students and scenarios are included. A definition of ADD is presented, along with symptoms that are consistent with inattention and disorganization that…

It is upon a positive literature-based foundation that educators must build excellent curriculum and teaching strategies. It is the job of educators to be trained to integrate the concepts of whole language and direct phonetic instruction so children have the advantage of both schools of thought, to be aware of how children learn most efficiently,…

A study was conducted to analyze and compare two elementary literature-based thematic curriculum units. A broad set of framing questions developed by a team of researchers representing six subject areas was used with a particular focus on the extent to which the two units would likely promote understanding and appreciation of literature and the…

Few jobs with any prospects for advancement are expected to be available to poorly skilled students, especially limited English proficient individuals with insufficient reading skills. The consensus is that continuing to allow a disproportionate number of minority or disadvantaged students to pass through the education system without meeting high…

Whole language represents only one of many good concepts about teaching reading to children, but it is not for everybody. Because whole language is a philosophy rather than a specific method, educational practitioners can incorporate different aspects of this philosophy to different degrees. If teachers think of a continuum of theoretical bases…

An integrated language perspective on teaching in the elementary school is outlined in this book. The text provides the theory on which the perspective is based and provides many examples of how it may be translated into practice. Chapter one provides the general principles of the integrated language perspective. Chapter two describes the…

The biggest concern with whole language instruction lies in ignoring some of the obvious problems in implementation or denying that there could be any problems at all. Problems mentioned by Maryland reading supervisors involve: teacher competence; phonics/spelling/skills instruction; responses of whole language advocates when asked what direction…

The goals of this practicum were to help teachers of at-risk kindergarten children become more knowledgeable of developmentally appropriate practices for 5-year-olds, and to research, define, and translate appropriate literacy development theory into practical application strategies for teachers. A needs assessment survey was developed and…