Methods used for teaching children to read could be the whole language approach, or the phonics approach, or maybe a balance of both. This paper is a discussion of appropriate and effective teaching practices through interesting methods such as music, the use of culturally diverse materials, and the role of toys and television as they relate to…

States that many American children have difficulty learning to read (44% read below grade level). Explains the viewpoint of the phonics group and what those involved with whole language believe. Calls for dispassionate inquiry into how to raise reading levels, instead of the battle of the two methodologies as exists now. (PA)

Discusses ways that whole-language teachers can address the concerns raised by administrators, parents, and other teachers about the physical environment and noise level in the classroom. Notes that teachers using whole-language approaches often need to explain and justify their expertise and teaching methods to individuals not familiar with the…

Principles of whole-language instruction are being implemented with upper elementary students at the Nebraska School for the Deaf. Students conduct cross-genre studies involving book, stage play, and movie versions of familiar tales. The approach incorporates language arts, social studies, science, art, and speech activities. (DB)

Reports likely questions and criticisms of teachers and parent groups about whole language instruction. Provides responses that may be given by those who feel challenged to defend their practice as whole language teachers. (BAC)

Spelling instruction for students with deafness is examined in the context of the whole-language approach. Stages in the development of spelling ability are identified, and five strategies for young writers are suggested. (DB)

This paper discusses the history of U.S. reading instruction; instructional approaches and learning processes; the whole language view of literacy acquisition; promoting literate behavior through reading to or writing with children, shared reading, and guiding children's reading/writing; and use of the whole language approach with…

Discusses the use of invented spelling to help kindergarten students learn to spell. It provides a natural foundation for building spelling abilities by making students think about words and generate new knowledge. Activities are suggested and guidelines are presented for a developmentally sensitive spelling program. (SM)

This paper reviews the history of whole-language versus code-emphasis approaches to reading instruction. The paper concludes that students with severe learning disabilities may learn to read in a whole-language, mainstream classroom, if provided with supplemental instruction, a variety of instructional techniques, and appropriate intensity and…

A whole-language approach to science can enhance student learning. Curiosity about science leads to research, reading, and writing. An example of a two-week unit on ants is presented, in which students begin by watching the ants, then organize their thoughts, research ants, write about ants, and create final projects. (SM)

Examines the development of the schema, or cognitive structure, theory of reading comprehension. Advances a model for improving listening comprehension within the classroom through a teacher-facilitated approach which leads students to selecting and utilizing existing schema within a whole-language environment. (MDM)

A group of Ohio teachers of deaf students received in-depth training in the use of whole-language strategies, focusing first on writing strategies, followed by reading instruction and integration of reading and writing. The training plan involved group instruction, reading materials, observations, individual conferences, teacher-trainer dialogue…

Describes how elementary teachers can get good results using invented spelling in the classroom. The article presents the history of invented spelling and whole-language learning, then explains how to use core word lists, avoid sloppy drafts, conduct conferences, teach spelling effectively, and create a balance between writing and spelling. (SM)

Examines recent debates on the teaching of reading from the standpoint of science, art, and ideology, focusing on the reading theories, research, and practice of the past two decades. The analysis emphasizes the issue of whole language versus phonics, noting the effects of whole language and phonics on reading achievement. (SM)

This response to Gersten and Dimino (EC 606 357) claims a lack of clarity in their understanding of whole-language instruction and confusion of the approach with its implementation. The response stresses the need to empower special education teachers so that they are able to make decisions about teaching and not merely follow directions in…