Whole language represents only one of many good concepts about teaching reading to children, but it is not for everybody. Because whole language is a philosophy rather than a specific method, educational practitioners can incorporate different aspects of this philosophy to different degrees. If teachers think of a continuum of theoretical bases underlying the teaching of reading, then they can move along the continuum headed toward an integrated language approach (or whole language approach) at their own speed and in their own style. The strength of the whole language philosophy--its emphasis on language and language usage, both oral and written, used in real-life situations--cannot help but influence the everyday classroom environment for many children. As teachers consider the continuum of an integrated language approach, the teaching of reading will take a significant new step forward into the twenty-first century. (A chart designed to help teachers place themselves on the theoretical continuum is included.) (RS)