Explains how whole language classes differ from traditional developmental classes and illustrates how both African American and Caucasian students benefit from a whole language approach. Makes a case for the importance of using African American literature as well as other literature. Describes reading and writing assignments. (TB)

Discusses the role of the intermediate whole-language teacher, including creating a proper environment, emphasizing meaning, encouraging risk taking, providing sufficient learning time, focusing on students, encouraging collaboration, using whole pieces of language, using the best literature, teaching skills in context, evaluating, and integrating…

Describes current literacy practices in Australia and the history of influential approaches to literacy instruction. Discusses the unique contexts of professional development and practice that may make Australian approaches to literacy different from whole-language movements in American schools. (SR)

Discusses the part reading and writing play in the whole language approach. Offers 11 recommendations to help teachers provide a functional approach to language development. (MG)

Contains a vignette of a second grade classroom in which a whole language approach is used to teach reading and writing. Defines and describes whole language theory, practice, and goals. Offers guidelines to facilitate the process of changing from the basal to the holistic approach. (PRA)

Reviews two recent professional publications concerning alternative assessment: "Portfolio Assessment in the Reading-Writing Classroom" and "Assessment and Evaluation in Whole Language Programs." (MG)

Considers different responses of two third-grade bilingual students to an English whole-language literacy curriculum. Examines how the students resisted, appropriated, and/or internalized a whole-language curriculum. Discusses the relationship between student curricular interactions and their literacy development. (SC)

This report describes a program for the advancement of student writing skills. The targeted population consisted of elementary school students in a growing middle class community, located in a suburb of a large Midwestern city. The problem of low writing scores was documented in student writing samples, teaching observations, and scores from the…

The goals outlined in the California Language Arts Framework (1987) include a call for Language Arts instruction that promotes a love of reading through a sense of personal fulfillment, a sense of effectiveness through which students acquire a range of lifelong learning strategies that foster full participation in the world of work and the access…

Although most learning disabled (LD) adult learners have a strong desire to enhance their writing skills, many obstacles hinder their success. Characteristics of LD students found in their writing or actions include the following: frustration; poor study/note taking skills; test anxiety; lack of social skills; a difficult time following oral…

Noting that current theory and practice in literacy education emphasizes the importance of student independence, autonomy, and choice (commonly referred to as "ownership"), this book presents 14 essays that discuss what ownership means and how teachers can encourage students to take responsibility for their learning. Although student…

A study described the influence of writing conferences on revision knowledge and revision activity for an initially knowledgeable first-grade reviser and a relatively naive one. Subjects, two first-grade students in a whole language classroom, were chosen from the 16 students in the class for close study. Data analysis consisted of reading all of…

Offers suggestions to incorporate holistic reading and writing activities into existing curricula and classroom structure to create a print-rich environment in which children use reading and writing in meaningful ways. (MG)

Uses boxes, bottles, bags, brochures, and other print materials to create more interesting and more effective whole language lessons. (MG)

Reports on a two-year descriptive study of eight low-income children's writing in skills-based and whole language instruction. Finds that the students at the "top" did well in whole language instruction, and for less proficient learners, the whole language curriculum appeared to provide more support. (RS)