A whole language philosophy can guide the use of computers to enhance the teaching of composition and provide cautions against their misuse. A whole language classroom is student-centered. When computers are introduced into a classroom, the technology tends to draw attention to itself, making the machine the center of the lessons, forcing students…

Embracing aspects of both whole language and explicit instruction, this book discusses the creation of dynamic learning environments in which students discuss books, write for authentic audiences, and become published authors. Chapter 1 defines explicit instruction and whole language and discusses a combination approach, and it also includes a…

This volume contains articles about writing, best practice, portfolio assessment, and technology, as well as original poetry and book reviews. Articles in the volume are: "Teaching Writing: Making Connections" (Eric Schott); "Empowering Teachers: A Success Story" (Sandra L. Krivak); "Bridging the Gap between the Classroom and Employment" (Linda C.…

Although the whole language perspective requires no money, it does involve "kid watching," or knowledge of individual class members and their interests. As the experiences of two elementary teachers illustrate, educators need only look to their own backyards and to past/present historical events for rich instructional material. Includes three…

Discusses the role that word processors play in whole language classrooms, and shares four advantages that "FrEdWriter" (a word-processing program) offers over commercial versions. (MG)

Maintains that whole language is not a prescriptive approach but a philosophy oriented toward student needs, inquiry, interaction, and, generally, "transaction" over "transmission." Discusses how a teacher becomes a whole language teacher, some of the difficulties of incorporating whole language into traditional curriculums, and the prospects for…

Class collaboration and small group composition illustrate the embedding of cooperative learning theory in whole language classroom events. Through this experience all students participate in active learning. The teacher has a weighty role in decision making, setting of the lesson, assigning roles, and monitoring segments of cooperative learning…

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)

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…

A teacher at the Model Secondary School for the Deaf (District of Columbia) recounts how she learned to use the Whole Language approach to writing instruction, to encourage student writing and conduct teacher/student conferences, and to stimulate students' reading interests. (DB)

Intended for college students and other writers, this book contains a detailed, step-by-step description of the writing process, from prewriting and brainstorming to polishing the mechanics of a final draft. The book is divided into five major sections. Part 1 is a broad introduction to the natural language attitude toward learning to write. Part…

Identifies the need to resolve inconsistencies between the whole language teaching approach and school, district, or state grading and evaluation policies. Suggests attempting to bring the inconsistencies to light while also undertaking individual, group, and criteria comparison. Discusses data collection techniques which can help achieve these…

Describes a Coordinators Applying Whole Language (CAWL) group that provides a way for reading coordinators in a number of school districts in a metropolitan area to support each other. Argues that reading supervisors can influence classroom reading and writing instruction among local school districts. (RS)

Describes a writing program in a first-grade classroom in a primarily low-socioeconomic, urban Appalachian region. Notes that the program aims at helping children become writers and to: (1) teach the concept of writing as communication; (2) learn about children's strengths and needs through observations and writing samples and teach accordingly;…

Investigates writing skills learned in a low socioeconomic status, urban, primary, whole-language classroom. Finds that the children became more fluent writers who used more complex sentences, but the surface level skills used for some purposes did not become automatic. Suggests that some children need more opportunities for editing and…