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Based on the idea that questioning designed to elicit and practice different language structures can promote language development, 10 questioning techniques are presented. They are designed to be used in the context of the whole language approach to instruction, to promote both language and thinking skills. The techniques are to be used as parents or teachers read a story with the child. They demonstrate the various stages of thought process and language development that students move through in both first and second languages. Answer options range from simple words to complex sentences. The techniques are presented as they might arise based on story information in the book. Questioning techniques include: "yes/no" questions; "or" questions; short answer elicitations; thought questions ("how or why"); series recall; "why/how" questions related to the child himself; recalling a series in correct order; retelling the story; and changing the story. Language structures targeted by each technique are noted. Suggestions are also offered for helping parents understand how the techniques can be useful to second language learners. (MSE)

Discussing the "Whole Language and More '93" meeting, this paper presents a series of helpful how-to's (and some valuable caveats) for those involved in conference planning. The first part of the paper presents a discussion of 10 steps the conference organizer would take again, including: promoting the conference; organizing various chairs; offering variable registration fees; thinking big and small when formulating a budget; spreading ownership as widely as possible; and offering a variety of conference sites. The second part of the paper discusses 10 things the conference organizer would do differently, including: utilize persons of color more widely and effectively; use professionals to process money and registrations; establish a more realistic timeline for printing the program and assembling the conference packet; secure more cosponsors; charge exhibitors more; and do a better job of giving credit where credit is due. (RS)

A program was developed for improving the reading skills of 22 first-grade bilingual students in a suburban K-6 elementary school located northwest of Chicago. The problem was detected because the first grade bilingual students had not achieved reading fluency at the conclusion of the academic school year and, consequently, did not exhibit strong reading comprehension skills. Traditional instruction methods were not meeting the needs of the targeted students. Inappropriate reading instruction for the learning styles of the students, a developmental delay of the children's oral language, limited exposure to printed materials and lack of reading practice were the major causes identified. The solution strategies selected to meet the needs of this population included the whole language approach combined with principles of the learning styles movement. The chosen interventions were designed to develop oral language, emergent literacy, automatic word recognition, to improve reading fluency and comprehension skills. The intervention was intended to help first-grade bilingual students have a solid ground for the reading process through their own style of acquisition of knowledge. This would empower them to make the transition to the second language. The problem was reduced. Students improved in the specified areas where interventions were applied. Oral language was the key element through which students evidenced that comprehension was acquired. (Contains 42 references, 4 tables, and 3 figures of data. An appendix describing how to produce "gel boards" and two appendixes of data are attached.) (Author/RS)

Whole language versus phonics: the debate rages on over the proper techniques for teaching reading. Whole language is a child-centered, literature based approach to language teaching that will immerse the students in real communication. The reasons placed behind whole language teaching are based on linguistics, pedagogy, and psychology. In the whole language program, writing and reading go hand in hand as the student begins to string letters together. Phonics is a method of teaching beginners to read and pronounce words by learning the phonetic value of letters, letter groups, and syllables. Phonics has been in use since the 19th century and has been used by teachers since its inception. Phonics is based on interpretation of research findings, partly on theory, and partly on combined experience of classroom teachers. Proponents of each program claim pupil interest in only their program, and each claim the rival program to be dull and drab. There needs to be a combination of whole language and phonics in order for the students to truly succeed. Educators should strive for what is best for the students. (RS)

It is proposed that the whole language approach to second language learning is compatible with the concepts of individual learning style and multiple intelligences, with all placing the learner at the center of instructional planning and delivery. Selected strategies are presented to raise teacher awareness of possible classroom techniques to accommodate students' learning style and intelligence preferences in teaching English as a Foreign Language (EFL). Focus is on relatively simple methods for adapting traditional textbook lessons. An activity sequence for a sample lesson is presented, specifying teacher behaviors and offering explanations. The sequence is for a text on environmental protection, and includes: a motivational experience; formulation and examination of facts; practice and personalization of the concepts; and application of the concepts to a new personal experience. It is noted that this approach gives students a more central role than is traditionally provided, and takes into consideration their interests and experiences, with frequent invitations to generate and discuss ideas. Appended materials include a portion of the sample text and several first drafts of student writing on the unit. Contains 13 references. (MSE)

The reading profession's current emphasis on whole language may have helped to raise the recurring debate between meaning-based (whole language) and phonics-based (code emphasis) approaches to teaching reading. As some researchers have linked whole language with whole word, phonics advocates have come forth with renewed vigor to offer a series of claims and counter claims. What has failed to occur in this debate is any movement away from the simplistic claims for improving reading instruction. Some teachers have already discovered ways to combine the strengths of several approaches to reading. Teachers who remain committed to their primary mission of developing literacy among their students will not get caught up in the power struggle between phonics and whole language. They will continue to apply what works--no matter what those in the reading profession choose to call it. (NKA)

This 25-chapter anthology includes the ideas of many of the leading authorities on whole language and contains chapters on the meaning of whole language, the skills movement, reading and writing development, and teacher autonomy. Chapters are: "Whole Language: What's New?" (Bess Altwerger and others); "Language Arts Basics: Advocacy vs. Research" (Peter Hasselriis and Dorothy J. Watson); "Examining Instructional Assumptions: The Child as Informant" (Jerome C. Harste and Carolyn L. Burke); "Demonstrations, Engagement and Sensitivity: The Choice between People and Programs" (Frank Smith); "'Burn It at the Casket': Research, Reading Instruction, and Children's Learning of the First R" (Anne M. Bussis); "Early Phonics Instruction: Its Effect on Literacy Development" (Maryann Manning and others); "Reading Comprehension: From Cardboard Keys to Meaningful Text" (Barbara A. Lewis); "When Was 1864? Reading Comprehension--Making It Work" (Maryann Manning and others); "Authentic Language Arts Activities and the Construction of Knowledge" (Maryann Manning and others); "Early Spelling Development: What We Know and What We Do" (Gary Manning and Maryann Manning); "Social Interaction and Invented Spelling" (Constance Kamii and Marie Randazzo); "Kid Watching: An Alternative to Testing" (Yetta M. Goodman); "Literature as the Content of Reading" (Charlotte S. Huck); "Shared Book Experience: Teaching Reading Using Favorite Books" (Don Holdaway); "One-On-One Reading" (Roberta Long and others); "Fifth Graders Respond to a Changed Reading Program" (Cora Lee Five); "All Children Can Write" (Donald H. Graves); "Is That Writing--Or Are Those Marks Just a Figment of Your Curriculum?" (Carole Edelsky and Karen Smith); "Write? Isn't This Reading Class?" (Marie Dionisio); "Dialogue Journals: A Tool for ESL Teaching" (David L. Wallace); "The Author's Chair" (Don Graves and Jane Hansen); "Beyond Basal Readers: Taking Charge of Your Own Teaching" (Kenneth S. Goodman); "Restoring Power to Teachers: The Impact of 'Whole Language'" (Sharon J. Rich); "A Reflection on Reflective Practice in Teaching Reading and Writing" (Bernice J. Wolfson); "In the Process of Becoming Process Teachers" (Gary Manning and others). (RS)

For better or worse, administrators observing classroom teaching is a leadership priority in many American schools. In a whole language environment, a variety of activities are usually occurring simultaneously. Goals are therefore needed to provide instructional direction and to clarify for observers, the teacher, and students why the students are doing what they are doing. The students and the teacher who are immersed in a whole language perspective are constantly negotiating and sharing the learning-teaching process. Whole language teachers' definition of classroom structure is usually flexible, and often subtle, but it nonetheless is an influential force affecting their students' literacy learning. Organizational approaches such as whole-class instruction, strategy groups, and individual or small-group research activities represent a blending of direct instruction and immersion. Those observing whole language classrooms should be aware that organization is demonstrated in a variety of ways to support students' literacy learning across the curriculum. When observing activities involving classroom libraries, observers should be prepared for a flexible structure involving student mobility, immersion, discussion, and productive noise. Observers should also be prepared for a diversity of writing immersion and should compliment teachers for their flexible efforts. Whether students are writing, reading, talking, or listening, the emphasis is on interactive, meaning-focused learning. Teachers and administrators should realize that the whole language perspective takes time. It is especially effective when students sense that teachers truly value what they can do and care about them as "whole" people. (RS)

Administrators should realize that whole language is a multidimensional belief system, that everyone involved in its implementation must become a learner, and that this process requires risk taking in a supportive environment. Principals can provide such support by working cooperatively with teachers during every phase of implementation. The following guidelines are suggestions that can be added to individuals' repertoires and used when needed: (1) form study groups for the purpose of sharing information; (2) develop a firm belief in emerging literacy; (3) treat independent reading as an important activity rather than as a frill; (4) encourage the teaching of vocabulary through reading immersion; (5) support teachers' demonstration activities that reinforce the role of context for expanding word knowledge; and (6) focus on informal evaluation that is well-matched with instruction. These guidelines are only a sampling of the many ways in which educational leaders and teachers can take risks while they promote worthwhile strategies and activities for children. (Eighty-five references are attached.) (RS)

Administrators should realize that whole language is a multidimensional belief system, that everyone involved in its implementation must become a learner, and that this process requires risk taking in a supportive environment. Principals can provide such support by working cooperatively with teachers during every phase of implementation. The following guidelines are suggestions that can be added to individuals' repertoires and used when needed: (1) form study groups for the purpose of sharing information; (2) develop a firm belief in emerging literacy; (3) treat independent reading as an important activity rather than as a frill; (4) encourage the teaching of vocabulary through reading immersion; (5) support teachers' demonstration activities that reinforce the role of context for expanding word knowledge; and (6) focus on informal evaluation that is well-matched with instruction. These guidelines are only a sampling of the many ways in which educational leaders and teachers can take risks while they promote worthwhile strategies and activities for children. (Eighty-five references are attached.) (RS)

Administrators should realize that whole language is a multidimensional belief system, that everyone involved in its implementation must become a learner, and that this process requires risk taking in a supportive environment. Principals can provide such support by working cooperatively with teachers during every phase of implementation. The following guidelines are suggestions that can be added to individuals' repertoires and used when needed: (1) form study groups for the purpose of sharing information; (2) develop a firm belief in emerging literacy; (3) treat independent reading as an important activity rather than as a frill; (4) encourage the teaching of vocabulary through reading immersion; (5) support teachers' demonstration activities that reinforce the role of context for expanding word knowledge; and (6) focus on informal evaluation that is well-matched with instruction. These guidelines are only a sampling of the many ways in which educational leaders and teachers can take risks while they promote worthwhile strategies and activities for children. (Eighty-five references are attached.) (RS)

Administrators should realize that whole language is a multidimensional belief system, that everyone involved in its implementation must become a learner, and that this process requires risk taking in a supportive environment. Principals can provide such support by working cooperatively with teachers during every phase of implementation. The following guidelines are suggestions that can be added to individuals' repertoires and used when needed: (1) form study groups for the purpose of sharing information; (2) develop a firm belief in emerging literacy; (3) treat independent reading as an important activity rather than as a frill; (4) encourage the teaching of vocabulary through reading immersion; (5) support teachers' demonstration activities that reinforce the role of context for expanding word knowledge; and (6) focus on informal evaluation that is well-matched with instruction. These guidelines are only a sampling of the many ways in which educational leaders and teachers can take risks while they promote worthwhile strategies and activities for children. (Eighty-five references are attached.) (RS)

Administrators should realize that whole language is a multidimensional belief system, that everyone involved in its implementation must become a learner, and that this process requires risk taking in a supportive environment. Principals can provide such support by working cooperatively with teachers during every phase of implementation. The following guidelines are suggestions that can be added to individuals' repertoires and used when needed: (1) form study groups for the purpose of sharing information; (2) develop a firm belief in emerging literacy; (3) treat independent reading as an important activity rather than as a frill; (4) encourage the teaching of vocabulary through reading immersion; (5) support teachers' demonstration activities that reinforce the role of context for expanding word knowledge; and (6) focus on informal evaluation that is well-matched with instruction. These guidelines are only a sampling of the many ways in which educational leaders and teachers can take risks while they promote worthwhile strategies and activities for children. (Eighty-five references are attached.) (RS)

Administrators should realize that whole language is a multidimensional belief system, that everyone involved in its implementation must become a learner, and that this process requires risk taking in a supportive environment. Principals can provide such support by working cooperatively with teachers during every phase of implementation. The following guidelines are suggestions that can be added to individuals' repertoires and used when needed: (1) form study groups for the purpose of sharing information; (2) develop a firm belief in emerging literacy; (3) treat independent reading as an important activity rather than as a frill; (4) encourage the teaching of vocabulary through reading immersion; (5) support teachers' demonstration activities that reinforce the role of context for expanding word knowledge; and (6) focus on informal evaluation that is well-matched with instruction. These guidelines are only a sampling of the many ways in which educational leaders and teachers can take risks while they promote worthwhile strategies and activities for children. (Eighty-five references are attached.) (RS)

The whole language approach was used with a "well" or successful adult basic and literacy education (ABLE) group. Literature was chosen as a curriculum for which group work could be devised that was geared to all levels of students. The book used was "Choices" by George Ella Lyon, a book of short stories written by characters who live in a small mountain community and the choices they made in their lives. No story was longer than four pages, and they were written in the character's dialect. Attendance was voluntary at groups held one or two times per week for about an hour. The group consisted of students at all reading levels, with a variety of socioeconomic backgrounds and an age range of 23-65. Students took turns reading the story out loud. The teacher would stop several times during each story for discussion of characters' dilemmas and thoughts. Findings included the following: nonreaders became active readers and participants with the help of other readers; reading skills, vocabulary, and comprehension improved noticeably; students began to take books home; lower-level students, who were quiet and reserved, began sharing their opinions and experiences; and students learned social skills and solved problems together. Students enjoyed having groups and began asking for group work daily. A problem with infighting arose, with hostility developing toward lower-level students. As a solution, students made group rules. After finishing "Choices," students began work on their own short stories. (One student's story is appended.) (YLB)

Incorporating augmentative and alternative communication (AAC) systems and microcomputers into whole language learning activities for children with severe physical and speech impairments is discussed. Six typical strategies of whole language programs are reviewed. Ways to provide students with severe disabilities access to these programs are considered, such as aided language stimulation, a total communication environment, and repeated reading opportunities. Specific activities using AAC systems and microcomputers are suggested for students at the preschool, kindergarten, and first grade levels. Titles of instructional materials and software and their publishers are included. A form for identifying books that promote beginning communication and language learning concludes the paper. (Contains 21 references.) (SW)

For centuries societies have understood the importance of art in relationship to other disciplines. Many great artists were also writers and poets. Many artists were well educated in classical literature from which they drew inspiration for paintings and sculptures. The document argues that the obvious meeting place for the two disciplines of art and language is the field of art criticism. Here students may combine art and whole language skills. In four sections this document: (1) reviews the tenets of whole language philosophy; (2) argues that art is a whole language that holds the same tenets as whole language; (3) explains art criticism as a system or model for talking about art in a whole language way; and (4) provides an exercise in art criticism. The document contains brief models of art criticism, a list of resources, and seven references. (MM)

This paper was designed to show that the two seemingly disparate concepts of andragogy (the study of how adults learn) and whole language are compatible and should be considered by planners and implementers of adult literacy programs. Guiding principles that both andragogy and whole language share are: (1) active participation of learners; (2) use of real-life situations; (3) learners learn best when they have a need; and (4) learning is built upon past experiences. Whole language strategies suitable for the adult learner include: the language experience approach; use of meaningful texts; retelling and reacting; writing to solve everyday needs or problems; and strategy instruction. A middle-level manager in a large corporation worked in a tutorial situation for a year-and-a-half to improve his reading and writing skills. The tutor used a variety of whole language approaches suitable for adult learners. To motivate the adult literacy learner, the tutor used the manager's Vietnam War experiences and his desire to read and write to and for his kindergarten child. Many adult literacy learners, such as this manager, can profit from instruction that combines whole language principles and andragogy. (RS)

Holistic approaches to the teaching of reading and writing, most notably the Whole Language movement, reject the philosophy that language skills can be taught. Instead, holistic teachers emphasize process, and they structure the students' classroom activities to be rich in language experience. Computers can be used as tools for whole language experiences in reading and writing, based on principles of holistic language instruction. Classroom reading should center on children's literature rather than basal stories, and software of popular children's literature is available. Teacher feedback for writing should be provided during, not after, the writing process. For this, computer-based revision and editing programs are available for a wide variety of word processing software, giving feedback on grammar, usage, style, and organization. The transition from oral language to print should be as natural as possible, favoring guided language experience over direct instruction in subskills. Several computer programs allow children to create their own stories on the computer, then read the stories back to the children using voice synthesis. Writing should culminate in publishing in order for children to develop a sense of authorship. Desktop publishing is a key computer-based application for developing this sense of authorship in children. These are only a few of the ways in which computers can be used in the whole language classroom. (A bibliography of information on computers and whole language, and a list of educational software are appended.) (MM)

The basic assumption of this book is that reading and writing in school should be natural and enjoyable for children, and its ideas are based on the Piagetian theory that knowledge is constructed by each individual and the psycholinguistic view that learning takes place best when viewed as holistic and when instructional materials for children are authentic and purposeful. The book describes the constructive nature of children's thinking, reading, and writing, and the natural development of these processes. Chapter 1 discusses a model of literacy learning and the role of teachers in creating sound literacy programs for their pupils. Chapters 2 and 3 present instructional ideas that support the literacy development of middle grade students. Chapter two centers on developing readers; some of the topics covered include reading aloud, literature sets, reading conferences, book talks, strategy lessons, and reading journals and logs. Chapter 3 focuses on developing writers and discusses various aspects of the writing workshop, writing outside the workshop, and assessment of writing--only those ideas which are consistent with a whole language view of literacy development have been included. Chapter 4 comments on specific questions about the whole language approach to reading and writing. Appendixes list publishers of students' writing, selected favorite books, selected poetry collections, and some discourse forms for content writing. A 19-item annotated bibliography and 27 references are attached. (MG)

Reacting to whole language zealots who are not willing to hear new viewpoints or engage in a dialogue with people who differ from their paradigm of education, a graduate student-teacher-researcher who is in general agreement with whole language principles responds to a series of conversations in which she was a listener but not a participant. The gist of each of the 12 conversations is given and discussed in turn. Her conclusions are that: (1) while her silence in these conversations was generally tolerated, those who advanced whole language felt there was no place for silence; (2) there is one basic philosophy of whole language that all must learn; (3) there is a "right" way for teachers to act in whole language classrooms; (4) whole language "zealots" have proclaimed that content areas are dead; (5) whole language advocates have proclaimed traditional tests as the work of the devil; (6) textbooks of all sorts are condemned; (7) whole language enthusiasts insist that aliterates are worse off than illiterates; (8) the idea that students need to manipulate texts and to become intimately involved in the writing process is a common "buzz phrase" of the whole language camp; (9) whole language advocates seem not to acknowledge that some students do not learn to read by merely reading; (10) whole language enthusiasts often ignore other voices or do not give others a chance to voice their opinions; (11) whole language advocates find that women have a unique way of thinking and feeling which is not valued by the schools, workplace, or society; and (12) whole language enthusiasts do not listen to people espousing non-politically correct views. (RS)

Whole language content lessons are recommended as a means for teachers of English as a second language to help their students develop both communicative and academic competence. Whole language is an approach to teaching that relies on the principles that lessons should: (1) progress from whole to part, (2) be learner-centered, (3) have meaning and purpose, (4) promote social interaction, (5) include all four communication modes (listening, speaking, reading, and writing), and (6) reflect the teacher's faith in the learners. Each of the principles is explained, a content lesson based on these principles is described, and a checklist for evaluating the degree to which any lesson is consistent with whole language principles is offered. (Author/MSE)

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This paper explores inquiry cycles as an innovative curricular framework in whole language foreign language classes. Whole language is an educational philosophy that advocates and espouses student-centered, activity-based learning. The inquiry cycle is a holistic method of teaching based on a question or set of questions that students themselves choose to explore. This curricular model, initially developed for elementary monolingual classrooms, includes the following stages: building from the known, taking time to find questions for inquiry, gaining new perspectives, attending to difference, sharing what was learned, planning new inquiries, and taking thoughtful action. A number of different approaches for implementing inquiry cycles are explained, ranging from a full implementation to a partial implementation with curricular engagements only. The paper addresses a number of possible drawbacks to the technique and present adaptations for using inquiry cycles in foreign language settings, particularly the beginning levels of instruction. Practical implications are outlined for foreign language teachers interested in incorporating this approach into their practice. (Contains 40 references.) (Author/SM)

This paper examines the media and political landscapes within which "whole language" is currently constituted in Australia. Through surveying the themes and rhetoric deployed in media texts over recent years, we consider how "whole language" has been taken up as part of a wider media campaign around education generally. We consider how this campaign has been instrumental in constructing a moral panic around literacy education in particular. We begin with an overview of how the literacy standards of Australia's young people compare on international measures with young people elsewhere. We consider how the media has bundled these with populist concerns about literacy pedagogy and other educational issues to create a sense of national crisis about education. We argue that the sociological concept of "moral panic" provides a useful and systematic theoretical framework for reading these discursive tactics of the media. Finally, we examine how a National Inquiry into literacy responded to this panic by reinscribing a familiar--and unhelpful--binary between "whole language" and phonics-based instruction. In the title and in the body of the paper we keep "whole language" in quotation marks to remind the readers that use of the term in the media texts that are analysed differs widely from its usage by literacy specialists. (Contains 25 notes.)

This paper examines the media and political landscapes within which "whole language" is currently constituted in Australia. Through surveying the themes and rhetoric deployed in media texts over recent years, we consider how "whole language" has been taken up as part of a wider media campaign around education generally. We consider how this campaign has been instrumental in constructing a moral panic around literacy education in particular. We begin with an overview of how the literacy standards of Australia's young people compare on international measures with young people elsewhere. We consider how the media has bundled these with populist concerns about literacy pedagogy and other educational issues to create a sense of national crisis about education. We argue that the sociological concept of "moral panic" provides a useful and systematic theoretical framework for reading these discursive tactics of the media. Finally, we examine how a National Inquiry into literacy responded to this panic by reinscribing a familiar--and unhelpful--binary between "whole language" and phonics-based instruction. In the title and in the body of the paper we keep "whole language" in quotation marks to remind the readers that use of the term in the media texts that are analysed differs widely from its usage by literacy specialists. (Contains 25 notes.)

Book digitized by Google from the library of the New York Public Library and uploaded to the Internet Archive by user tpb.

Mark your calendars for the 5th annual Paw Parade on October 5th starting at 10 am in Frenchtown. Check out the full episode @STCnow

Mark your calendars for the 5th annual Paw Parade on October 5th starting at 10 am in Frenchtown. Check out the full episode @STCnow

Mark your calendars for the 5th annual Paw Parade on October 5th starting at 10 am in Frenchtown. Check out the full episode @STCnow

Includes bibliographical references (p. 77)

107 p. 20 cm

107 p. 20 cm

107 p. 20 cm

107 p. 20 cm

107 p. 20 cm

107 p. 20 cm

LC copy acquired by the Library of Congress in 1940 under accession no. 486555, 9/14/40

711 p. ; 22 cm

711 p. ; 22 cm

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