Reports a study that examined the usefulness of concept maps for detecting differences in kindergarten teachers' theoretical orientation (whole language versus phonics). Results revealed that content but not structure measures differentiated whole language from phonics teachers. Concept maps proved useful in measuring teachers' theoretical…

Argues that a whole-language approach can help bring social studies to life for students. Explains that the arrangement of terms into a web or map that shows the terms' interrelationships and is one way of using the whole-language approach. Provides guidelines for thematic instruction and a list of potential themes. (SG)

A second grade teacher describes how a difficult student with learning disabilities blossomed over the course of the school year. The article examines her whole class approach and presents strategies for including such a student in creative writing activities. (SM)

Describes the experiences of first grade teachers who use the whole-language approach to teaching and learning. Learning involves students participating in activities they find meaningful and sharing knowledge with their peers. Students must exercise initiative in learning, and they are responsible for making choices. (SM)

This response to Gersten and Dimino (EC 606 357) uses a case study to illustrate how a special education teacher integrated strategy instruction into a fifth-grade classroom where a whole-language approach to writing was already in place. Instruction in story grammar is presented as a seven-stage process. (DB)

Discusses the merits of the whole language approach in the context of teaching Canadian Native children to read and write in English. Ways of adapting and supplementing the whole language approach for their specific needs are suggested. (six references) (Author/LB)

Describes one teacher's experience in using the whole-language approach to teach English as a second language to kindergartners in Lebanon.(Author/VWL)

Suggests that by nurturing a pleasant, meaningful, and self-motivating atmosphere, Fluency First reading and writing assignments prove rewarding to teachers and students alike. Fluency First is a systematic set of activities for developing fluency and then focusing on clarity and correctness. It was designed and implemented by English for academic…

Various word-recognition tasks were completed by 54 second-grade students from classrooms where reading instruction followed the whole-language approach or the phonics/skill-based approach. A task involving a cloze procedure favored the whole-language approach, but there were no other significant differences between groups. Contains 30 references.…

Concerns have been expressed both in the popular press and in the professional literature regarding skills instruction and the literature-based movement. There is a growing perception that direct instruction in "basic" skills is discouraged within a literature-based philosophy. This booklet challenges this perception as a myth through…

This book focuses on functional and holistic approaches to English-as-a-Second-Language (ESL) literacy, including competency-based education; whole language, language experience, and Freirean or participatory; and writing-based programs that result in published materials to be read by other adults. Chapter 1, "Literacy Through a…

A spelling manual for teachers of intermediate-level (grades 3-6) children, for elementary and middle school teachers working with students who have learning disabilities, and for teachers working with students for whom English is not their first language, this book outlines a methodology that combines whole language and phonetic strategies to…

A study compared the philosophies developed in undergraduate methods courses with philosophies influenced by example under a cooperating teacher in an elementary school classroom. Subjects for the first part of the study were 14 undergraduate students enrolled in a methods course. The subjects for the second part of the study were 12 students who…

This paper describes the whole language approach to literacy education in the context of teaching adults. Information is drawn from literature and from interviews with teachers and literacy students. Topics covered include the following: whole language--a framework, learning language, learning through language, learning about language, what people…

It is argued that if whole language teachers are to use computers in their reading and writing programs, they will need both software and strategies for using computers that are consistent with their beliefs and goals. For whole language teachers, as for other good teachers, it is the teacher's beliefs about curriculum and instruction rather than…