Unless educators can learn from past extremes, the current emphasis on literature and whole language instruction may undermine phonics and other necessary principles. Fortunately, a reborn emphasis on writing will assist the development of accurate decoding and stress the phonemic structure of language. Educators must embrace "best" trends and…

Reading and writing at one New Hampshire school district are considered integrated processes. Writing generates an enthusiasm for reading, and reading creates the impetus for writing. Whole language instruction has produced high reading comprehension scores, an increase in book-reading quality and quantity, and a dramatic drop in special education…

Shares the views of five authors about what is being done in the name of whole language in the Canadian province of Nova Scotia. States that these essays represent only temporary perspectives, and that more challenging questions about the theoretical assumptions that underlie whole language will arise. (PA)

Argues that teachers must find ways to create a nurturing environment where feelings of self-worth are fostered and where intellectual curiosity and enjoyment of learning are developed. Contends that reading and writing should be taught in a way that fosters the development of autonomy in children. (MDM)

Explicates the principles underlying whole-language theory and practice to reduce misunderstandings and misapplications and to help teachers of students with learning disabilities provide rich literacy learning experiences for their students. (RS)

Discusses the whole-language teacher's role in the development of children's writing and creating a positive writing environment in the classroom. (MG)

Noting that most educators would agree that whole language no longer looks the same, this book collects eight articles written by whole language advocates and practitioners from New Zealand, Australia, and the United States that focus on the changes, growth, and development that have occurred in whole language both in philosophy and practice. They…

Many ideas attributed to the whole-language approach are not new. Whole language demands that literacy instruction be indirect, unsystematic, and nonintensive and that scope-and-sequence charts be abandoned. Experimental research has judged the major tenets of whole language to be erroneous--a point accepted even by whole-language leaders favoring…

Discusses finding grant money for computer technology for whole language classrooms. Offers advice on writing grants. (SR)

A whole-language instructional approach is presented for use with students with learning disabilities. Teacher behaviors are outlined, including demonstrating, expecting success, and responding to students. Learner behaviors are also discussed, such as using language in natural situations, making approximations in their learning, taking…

Presents an annotated list of 13 books, 6 chapters, 6 articles, and a videotape that were recommended reading for elementary educators regarding reading to learn (content area reading, reading expository text, studying). (RS)

Presents reactions of provinces to position paper issued by the Canadian Psychological Association advocating a balanced approach to teaching reading. Reiterates position that whole-language programs be supplemented with phonological awareness exercises beyond those using initial word sounds to recognize words. Describes a booklet produced with…

A study explored 18 Georgia third graders' perceptions of literacy teaching and learning during the second year of their teacher's transition from a traditional, textbook-based approach to a whole language, literature-based approach. Data gathering included 8 months of observation and of in-depth interviews with students. Analysis revealed that…

A two-part study evaluated the effectiveness of Longfellow School's primary-grade whole-language literacy project. Part 1 of the study began in the academic year 1984-85 with children in standard English and bilingual classes in grade K-3. Over a 5-year period, a total of 1,021 individual assessments were carried out on 336 students. Data…

Clarifying the place of phonics and spelling in a whole language program, this book presents classroom-tested strategies, models, and activities to help students make graphophonic connections, giving them the tools they need to become confident, lifelong readers and writers. Chapters in the book are: (1) Phonics and Spelling in Perspective; (2)…