Like Humpty Dumpty after the fall from the wall, language does not work effectively when it is not whole. For many students, the reading problems they begin to experience in the third or fourth grade are caused by the basic skills manner in which beginning reading is taught. Recognizing the limitations of basic skills instruction and the genre of reading instructional materials which focus on a skills acquisition model of the reading process, school systems across the nation are implementing a shift in both instruction and materials to what is known as a literature-based, whole language approach. New directions for reading and writing instruction will enable students to meet the challenge of higher literacy expectations. Six suggestions provide teachers with a place to start as they move into whole language instruction: (1) provide only meaningful experiences for the language learner; (2) provide situations in which children read to learn as they learn to read; (3) provide a language learning setting that acknowledges the uniqueness of each individual learner; (4) provide experiences which guide, support, monitor, encourage, and facilitate learning; (5) provide opportunities for expression (writing) and comprehension (reading) through the idea of authors as readers; and (6) based on an understanding of whole language learning, speak to those who do not understand. Literature-based, whole language reading instruction must begin with the understanding and acceptance of the purpose of reading. Reading instruction must be implemented in the context of the other language/communication processes--spelling, listening, and writing. (MG)