This paper examines whole language and process approaches to writing instruction, outlining their benefits (frequent and meaningful writing, support of self-regulated learning, and emphasis on the integrative nature of learning in literacy development) and weaknesses (overreliance on incidental learning and lack of emphasis on the mechanics of…

Describes how primary teachers can use decoding strategies within a literature-based, whole-language setting. A three-stage approach involves the book stage (real reading), the word stage (learning words), and the letter-sound stage (learning sounds). The article provides sample activities. (SM)

Three elementary teachers describe how they became involved in computer technology and the projects that caught their interest. One teacher used word processing to enhance students' writing abilities. Another used software to tailor learning to all levels. The third tried an international telecommunications program that allowed children to…

Describes experiences of a fifth grade teacher who converted her classroom to a whole language teaching and learning environment. In her child-centered classroom, she emphasizes student empowerment and decision making, cooperative learning, and flexibility. Her top priority is for students to participate and learn critical thinking and…

Second graders taught by the whole language approach produced better writing samples, for content and meaning, than did second graders taught by the traditional approach. No differences were evident in the use of mechanics. Sixth grade samples evidenced no difference between the two approaches. (IAH)

Reports on a nationwide survey of instructional beliefs and practices of elementary public school teachers. Finds that teachers generally do not assume a polar, either/or approach to phonics and whole language, but instead provide children a balanced eclectic program involving both reading skill instruction and immersion in enriched literacy…

Twenty articles dealing with literacy published in the "American Annals of the Deaf" from 1996 to 2000 were reviewed. A movement away from the whole language approach to a more eclectic, analytic orientation was noted. Old problems in processing syntax continued. Questions regarding the value of captioning for deaf individuals with poor literacy…

Critical whole language practice, like any other pedagogy, is enacted within a particular time and place. We present several features of critical whole language practice (as distinguished from two other variants of critical education: critical literacy and critical pedagogy) and illustrate each with examples from one year in one elementary school…

This study compares a traditional method of social studies teaching to a literature based approach. The study sought to compare student attitude, achievement, and retention of the material presented. The study involved 37 fifth-graders, one class using a literature based approach and the other traditional textbook teaching. Content objectives for…

These 4 issues of the English Leadership Quarterly comprise volume 16, published during 1994. Articles in number 1 deal with practical advice, and include: "The Law of Privacy and the Writing Teacher" (Ben T. Allen); Beware of Teachers Who Laminate Their Lesson Plans and Other Useful Suggestions about Teaching" (Robert Perrin);…

Previous research has examined either the effects of strategy instruction or the effects of literature-based instruction on children's literacy learning. Much less is known, however, about the combination of teacher-led strategy instruction within a literature-based framework. A qualitative case study explored what diverse second-grade students…

In response to a position paper that called upon the ministry of education in each Canadian province to provide a balanced selection to offerings on the province's authorized list of language arts textbooks, several ministries claimed that a balanced approach to teaching reading was being followed. A letter received from Alberta Education even…

Professors in a Communication Arts methods course for preservice and inservice elementary school teachers sought to move the content of the language arts curriculum from a direct instruction to a whole language model. A transformation came about as one professor realized that her efforts to enthusiastically convey the importance of authentic…

A practicum aimed to reduce overreliance on the basal reading program in grade 1 of the elementary school. It also endeavored to provide teachers with quality choices to enhance and enrich their reading/writing programs. Five workshops were designed to meet the specific needs of a public school district located on the northeastern seaboard which…

The basic assumption of this book is that reading and writing in school should be natural and enjoyable for children, and its ideas are based on the Piagetian theory that knowledge is constructed by each individual and the psycholinguistic view that learning takes place best when viewed as holistic and when instructional materials for children are…