Whole Language Reading Instruction
Greetings. The following materials are intended to provide an introduction to Whole Language Reading Instruction. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.

Ming-Fang Hsieh
Reference Specialist

Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies

Definition of Whole Language
"A whole-language approach represents a philosophy about reading rather than anyone instructional method. According to this philosophy, language is a natural phenomenon and literacy is promoted through natural, purposeful language function. It has as its foundation current knowledge about language development as a constructive, meaning-oriented process in which language is viewed as an authentic, natural, real-world experience, and language learning is perceived as taking place through functional reading and writing situations." (p. 458) (Lapp, D. & Flood, J. (1992). Teaching reading to every child. (3rd ed.). New York: Macmilliam Publishing Company.)

The Origin of Whole Language
"Goodman, Goodman, and Hood (1989, p. xi) refer to the whole language movement as a grass-root movement among teachers . . . to build better, more effective, and more satisfying experiences for their pupils and themselves.' In addition, they state that in curriculum planning whole language teachers create opportunities for pupils to use language in authentic, richly contexualized, functional ways. The language is kept whole so that all the necessary add for language learning will present' (p. xi) In other words, language is dealt with as a whole and functional phenomenon taking place in a meaningful context. As such, language learning presents a totality composed of language users, printed materials, and functional settings, with the whole being greater than the sum of its parts. From this point of view, language learning cannot be broken down into myriad isolated subskills that. after mastery. add up to proficiency." (Lapp & Flood, 1992, p. 459)

"The popular use of the term whole language probably came from teachers becoming aware of the knowledge explosion surrounding oral and written language development and the reading and writing processes. Teachers realized that students needed to use language to solve problems that were significant and meaningful their daily lives in order to take charge of their own learning (Goodman, Smith, Meredith, and Goodman, 1987). Teachers used the term casually in daily discussions about classroom practices whether language was kept whole and relevant before the term was used in preservice or inservice programs, curriculum guides, newsletters, professional articles or books, and as a description in reference guides."

"Those of us who have been close to the present use of the term whole language are unsure of its origin. Jerome Harste and Carolyn Burke (1977, pp. 32-40) described how teachers develop a theoretical view of the reading process, and one of the paradigm was called a whole language view of reading. In 1978 Dorothy Watson and others in Columbia, Missouri, formed the first teacher support group called Teachers Applied Whole Language (TAWL). Ken Goodman and I wrote a paper in 1979 called A Whole Language Comprehension-centered Reading Program.' Orin Cochran, Ethel Buchanan, an others in Winnipeg, Canada, organized CEL (Child-centered, Experienced-based Learning), and began to present workshop about whole language teaching and learning in 1980. The early users of the terms were not consciously naming a new belief system or movement. We were talking about some new ideas about language, teaching, and learning and what these meant in terms of implementation, and we needed new language to express our new meanings." (p. 386) (Goodman, K. S., Bird, L. B., & Goodman, Y. M. (Eds.) (1989). The whole language catalog. Santa Rosa, CA: American School Publisher.)

To learn more about Whole Language, you may wish to contact the following organization:

The Whole Language Umbrella
c/o NCTE,
1111 W. Kenyon Rd.
Urbana, IL 61801
U.S.A.
1-800-369-6283; 1-217-328-3870;
FAX: 1-217-328-9645
Internet: membership@ncte.org

Internet Sites
What is Whole Language?
Learning To Read and Whole Language Ideology
Research about Whole Language
Phonics or Whole Language
Guided Reading, Whole Language Style
Whole Language vs. Phonics
Phonics-Spelling-Whole language
Whole Language Exercise

Citations from the ERIC Database
AN: EJ604656
AU: Dahl,-Karin-L.; Scharer,-Patricia-L.
TI: Phonics Teaching and Learning in Whole Language Classrooms: New Evidence from Research.
PY: 2000
SO: Reading-Teacher; v53 n7 p584-94 Apr 2000
DE: Phonics-; Reading-Achievement; Reading-Improvement; Reading-Instruction; Whole-Language-Approach
DE: Classroom-Research; Grade-1; Primary-Education; Reading-Research
AB: Investigates eight first-grade whole language classrooms in terms of what phonics skills and concepts were taught, where phonics instruction occurred, and how it was conducted. Shows gains in ability to decode and encode words for all students. Finds that teachers responded to individual needs of learners, and that skills were taught within the context of meaningful reading and writing activities. (SR)

AN: EJ594873
AU: Daniels,-Harvey; Zemelman,-Steve; Bizar,-Marilyn
TI: Whole Language Works: Sixty Years of Research.
PY: 1999
SO: Educational-Leadership; v57 n2 p32-37 Oct 1999
DE: Decoding-Reading; Holistic-Approach; Literacy-Education; Reading-Instruction; Reading-Research; Whole-Language-Approach
DE: Childrens-Literature; Cooperative-Learning; Educational-History; Elementary-Education; Independent-Reading; Phonics-; Writing-Instruction
AB: "Decodable text" devotees say phonics is scientifically superior to the whole-language approach, which supposedly lacks research validation. However, 60 years of research supports holistic, literature-based approaches to literacy. Whole-language instruction is further validated by research on independent reading, cooperative learning, Reading Recovery, and beginning reading. Contains 46 references. (MLH)

AN: EJ585414
AU: Kucer,-Stephen-B.
TI: Two Students' Responses to, and Literacy Growth in, a Whole Language Curriculum.
PY: 1999
SO: Reading-Research-and-Instruction; v38 n3 p233-53 Spr 1999
DE: Bilingual-Students; Second-Language-Learning; Student-Reaction; Whole-Language-Approach
DE: Grade-3; Primary-Education; Reading-Instruction; Student-Attitudes; Writing-Instruction
AB: 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)

AN: ED433714
AU: Kucer,-Stephen-B.; Silva,-Cecilia
TI: The English Literacy Development of Bilingual Students within a Transition Whole Language Curriculum.
PY: 1999
NT: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, April 19-23, 1999).
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED433714
DE: Bilingualism-; English-Second-Language; Literacy-Education; Transitional-Programs; Whole-Language-Approach
DE: Classroom-Techniques; Curriculum-Design; Grade-3; Language-Skills; Mexican-Americans; Miscue-Analysis; Primary-Education; Reading-Instruction; Second-Language-Instruction; Skill-Development; Spanish-; Spelling-; Story-Telling; Writing-Instruction
AB: A study examined the English literacy development of English-Spanish bilingual students beginning formal transition into English literacy in a whole language classroom. The subjects were 26 Mexican-American third-graders. The curriculum had four components: theme-based literacy activities; teacher reading; free reading; and free writing. Instruction was meaning-focused and written language conventions were demonstrated through the use of contextualized mediations. Literacy growth was measured through pre- and post-reading miscue and retelling analysis, holistic and analytic writing analysis, and spelling assessments. Analysis of reading miscue data indicated statistically significant improvements in the students' ability to produce more meaningful sentences. Additionally, retelling analysis showed significant gains in the overall number of retelling units and matches produced by the students. Analytic writing analysis showed improvement in capitalization and spelling, and the in number of words produced in a story. Spelling improvement was also noted in an analysis of words produced in isolation. Holistic analysis of students' written stories did not indicate significant improvements, nor did analytic analysis show an increase in the number of sentences or the conventional use of punctuation. Results suggest that literacy development may require differentiated mediation, i.e. some tasks may require more direct mediation than others. (Contains 31 references.) (Author/MSE)

AN: ED434316
AU: Krashen,-Stephen-D.
TI: Three Arguments against Whole Language & Why They Are Wrong.
PY: 1999
AV: Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912 ($10.00). Tel: 603-431-7894; Web site: .
PR: Document Not Available from EDRS.
DE: Language-Experience-Approach; Literacy-; Reading-Attitudes; Reading-Instruction; Whole-Language-Approach
DE: Early-Intervention; Elementary-Education; Phonics-; Preschool-Education; Research-Methodology
AB: This book seeks to set the record straight about today's "reading wars," and analyzes the three major "battle cries" of whole language critics. In a step-by-step dissection, the book reiterates the three arguments, then explores the most salient studies that support or refute them. According to the book, the three claims are: eye movement studies prove that readers assay text "completely," and therefore do not sample text to confirm predictions, as maintained by whole language advocates; context interferes with reading; and skill-building approaches to reading have been shown to produce better results than whole language. In general, the book finds that the studies underpinning these claims were biased by the methodology used. The book aims to offer some real solutions, chief of which is making sure that all children have access to interesting reading material so they can achieve the standards of literacy they deserve. Chapters in the book are: (1) "Eye Fixation Studies Do Not Disprove the Goodman-Smith Hypothesis"; (2) "Does Context Interfere with Learning To Read?"; (3) "When Whole Language Means Real Reading, It Is a Consistent Winner over Skills in Method Comparison Studies"; (4) "Eliminating Print Deprivation"; and (5) "Phonemic Awareness (PA) Training for Prelinguistic Children: Do We Need Prenatal PA?" (NKA)

AN: ED434307
AU: Ediger,-Marlow
TI: Integrating Whole Language & Phonics: New Options in Teaching Reading.
PY: 1999
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED434307
DE: Individualized-Instruction; Instructional-Innovation; Phonics-; Reading-Aloud-to-Others; Reading-Instruction; Whole-Language-Approach
DE: Library-Materials; Primary-Education
AB: Considering the debate in reading instruction between whole language and phonics, this paper suggests personalizing the teaching of reading using both methods of reading instruction. It gives two examples of how personalized units of reading instruction were used. The paper suggests giving pupils ample opportunities to choose and read a library book of personal choice. Suggesting the use of "Big Books" to be read and discussed together in the classroom, it lists 5 features that make for personalized reading with the Big Book approach. The paper lists 5 ways that the basal reading approach may become more personalized for pupils. Next, it mentions 5 things teachers need to consider when dealing with one-on-one instruction in the classroom. The paper concludes that pupils need to become good readers so that a wholesome self-concept may evolve and utilitarian needs are met through reading proficiently in school and in society. (SC)

AN: ED432729
AU: Ediger,-Marlow
TI: Whole Language versus Phonics (What Is Really the Issue?).
PY: 1999
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED432729
DE: Beginning-Reading; Phonics-; Reading-Instruction; Student-Needs; Whole-Language-Approach
DE: Elementary-Education; Instructional-Effectiveness; Public-Schools; Reading-Programs
AB: Much is written and spoken about in terms of whole language versus phonics in early reading instruction in the public schools, but the issue between whole language versus phonics probably pertains to what is needed by individual pupils. There are advantages as well as disadvantages for whole language approaches in reading instruction. Needs differ from pupil to pupil. Thus a learner may need little or no phonics to identify unknown words, while another learner may need much phonics to become a proficient reader. If a pupil cannot identify a word, perhaps phonics instruction is needed at that point. Based on needs, the following individual programs of instruction should be adopted for a personalized program of reading instruction: (1) Reading Recovery; (2) basal texts (carefully chosen); (3) library books; (4) Big Books; and (5) experience charts for early primary grade pupils. If the pupil's needs in reading are looked at, this might well minimize the debate on whole language versus phonics. (Contains 12 references.) (NKA)

AN: EJ603091
AU: Moss,-Barbara; Gardner,-Shari; Bell,-Cheryl; Burtoft,-Becky; Falatok,-Marianne; Rambacher,-Ann; Rosso,-Stephanie
TI: Exploring Administrators' Perceptions of Whole Language.
PY: 1998
SO: Ohio-Reading-Teacher; v32 n3 p7-16 Sum 1998
DE: Administrator-Attitudes; Reading-Instruction; Whole-Language-Approach
DE: Curriculum-Design; Elementary-Education; Skill-Analysis; Skill-Development
AB: Examines four aspects of whole language (definition, implementation, skills instruction, and assessment) from the perspective of eight school administrators, four building principals and four curriculum directors. Finds the administrators viewed whole language as an instructional approach rather than as an instructional philosophy. (NH)

AN: EJ560662
AU: Kucer,-Stephen-B.
TI: Engagement, Conflict, and Avoidance in a Whole Language Classroom.
PY: 1998
SO: Language-Arts; v75 n2 p90-96 Feb 1998
NT: Theme issue: Puzzlements, Uncertainties, and Contradictions.
DE: Reading-Instruction; Student-Attitudes; Student-Behavior; Whole-Language-Approach; Writing-Instruction
DE: Classroom-Research; Instructional-Effectiveness; Primary-Education; Reading-Research; Teacher-Student-Relationship; Writing-Research
AB: Explores the different responses to a whole-language curriculum of two average third-grade students. Describes the teacher and the curriculum, and the contrasting literacy behaviors of the students. Discusses how this year-long observation challenged the author's beliefs about children's need for whole-language instruction. (SR)

AN: EJ580639
AU: Hempenstall,-Kerry
TI: The Whole Language-Phonics Controversy: An Historical Perspective.
PY: 1997
SO: Educational-Psychology:-An-International-Journal-of-Experimental-Educational-Psychology; v17 n4 p399-418 Dec 1997
DE: Educational-History; Literacy-Education; Phonics-; Reading-Instruction; Whole-Language-Approach
DE: At-Risk-Persons; Early-Childhood-Education
AB: Provides a different perspective on the recent controversy over the competing emphases to beginning reading, known as Whole Language and phonics, by examining the history of disputes about reading education. Helps illuminate the current debate by indicating which issues are novel and which continue unresolved from the past. (DSK)

AN: EJ559368
AU: Kolstad,-Rosemarie; Bardwell,-Jill
TI: Phonics vs. Whole Language in the Teaching of Reading.
PY: 1997
SO: Reading-Improvement; v34 n4 p154-60 Win 1997
DE: Phonics-; Reading-Improvement; Reading-Instruction; Teaching-Methods; Whole-Language-Approach
DE: Educational-Trends; Elementary-Education; Reading-Achievement; Student-Needs
AB: States that many American children have difficulty learning to read (44% read below grade level). Explains the viewpoint of the phonics group and what those involved with whole language believe. Calls for dispassionate inquiry into how to raise reading levels, instead of the battle of the two methodologies as exists now. (PA)

AN: EJ552638
TI: Resource Based Instruction: A Statement on the Role of the Teacher-Librarian in the Whole Language Approach.
PY: 1997
SO: Emergency-Librarian; v25 n1 p26 Sep-Oct 1997
DE: Learning-Resources-Centers; Library-Role; School-Libraries; Whole-Language-Approach
DE: Elementary-Secondary-Education; Information-Skills; Information-Utilization; Interdisciplinary-Approach; Librarian-Teacher-Cooperation; Library-Collection-Development; Library-Instruction; Library-Material-Selection; Reading-Instruction; Scheduling-; Staff-Development
AB: Explains the whole language program and lists the roles of learning resources centers and teacher-librarians. Topics include flexible scheduling; collection development; teaching students the use of information; multidisciplinary approaches; cooperation between teachers and teacher-librarians for selecting materials, planning activities, and reading and information skill instruction; and staff development. (LRW)

AN: ED412503
AU: Freppon,-Penny-A.; McIntyre,-Ellen
TI: From Emergent to Conventional Reading: Similarities and Differences in Children's Learning in Skills-Based and Whole Language Classrooms.
PY: 1997
NT: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997).
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED412503
DE: Conventional-Instruction; Instructional-Effectiveness; Reading-Instruction; Reading-Strategies; Whole-Language-Approach
DE: Case-Studies; Comparative-Analysis; Longitudinal-Studies; Primary-Education; Public-Schools; Reading-Attitudes; Reading-Habits; Reading-Motivation; Reading-Research; Urban-Schools
AB: The purpose of this study was to compare children's acquisition and use of reading strategies and their evolving stance toward reading in two instructional settings, skills-based and whole language. The authors used test-score and descriptive data to select case study children who represented a range of reading development, e.g., from emergent (least proficient) to conventional (most proficient). The authors observed and tape-recorded the subjects' in-class reading samples twice weekly during the second half of first grade, an active period of development in beginning reading. The children were also given a controlled, common reading task outside the classroom for comparison purposes. Children's reading strategies and stance toward literacy were coded and studied for the commonly known strategies such as self-correction and substitutions that are meaningful and have letter/sound correspondence, and other motivation-related responses such as effort, persistence, and willingness to take on difficult reading tasks. The children in the constructivists-based whole language classroom used more reading strategies and exhibited patterns of a positive stance demonstrated through perseverance and courage in the face of challenging reading, as well as persistence and effortful application of strategies such as self-correcting, etc. These results provide insight into some characteristics of young children's development in learning to read that are not often researched. (Contains 60 references.) (Author/CRW)

AN: EJ536810
AU: Traw,-Rick
TI: Large-Scale Assessment of Skills in a Whole Language Curriculum: Two Districts' Experiences.
PY: 1996
SO: Journal-of-Educational-Research; v89 n6 p323-39 Jul-Aug 1996
DE: Instructional-Effectiveness; Reading-Instruction; Reading-Skills; Whole-Language-Approach; Writing-Instruction; Writing-Skills
DE: Administrator-Attitudes; Elementary-Education; Scores-; Standardized-Tests; Teacher-Attitudes; Teaching-Methods
AB: Two school districts that implemented a whole language curriculum were studied to determine how well students learned traditional reading and writing skills. Analysis of standardized testing, teacher and administrator interviews, and whole language theories indicated students were learning skills as well as they had with a traditional curriculum. A pronounced preference for whole language was expressed. (SM)

AN: EJ539248
AU: Jochum,-Julie; Mason,-Nancy
TI: Using Curriculum-Based Measurement of Reading in Whole Language Settings.
PY: 1996
SO: LD-Forum; v21 n4 p21-24 Sum 1996
DE: Curriculum-Based-Assessment; Reading-Difficulties; Reading-Instruction; Reading-Rate; Whole-Language-Approach
DE: Classroom-Research; Instructional-Effectiveness; Intermediate-Grades; Reading-Tests; Student-Evaluation
AB: This study compared reading rates of three students with reading disabilities and five nondisabled students, all fourth graders. Students were tested on their reading rates on self-selected passages (whole language approach) and on controlled, curriculum-based measurement materials. No significant differences were found between groups of students or type of material selected. (DB)

AN: EJ536810
AU: Traw,-Rick
TI: Large-Scale Assessment of Skills in a Whole Language Curriculum: Two Districts' Experiences.
PY: 1996
JN: Journal-of-Educational-Research; v89 n6 p323-39 Jul-Aug 1996
DE: Administrator-Attitudes; Elementary-Education; Scores-; Standardized-Tests; Teacher-Attitudes; Teaching-Methods
DE: Instructional-Effectiveness; Reading-Instruction; Reading-Skills; Whole-Language-Approach; Writing-Instruction; Writing-Skills
AB: Two school districts that implemented a whole language curriculum were studied to determine how well students learned traditional reading and writing skills. Analysis of standardized testing, teacher and administrator interviews, and whole language theories indicated students were learning skills as well as they had with a traditional curriculum. A pronounced preference for whole language was expressed. (SM)

AN: EJ533091
AU: Desjean-Perrotta,-Blanche
TI: On Becoming a Whole-Language Teacher.
PY: 1996
JN: Young-Children; v52 n1 p11-20 Nov 1996
DE: Classroom-Environment; Curriculum-; Evaluation-; Evaluation-Methods; Language-Experience-Approach; Learning-Theories; Lifelong-Learning; Primary-Education; Reading-Instruction; Reading-Writing-Relationship; School-Community-Relationship; Student-Role; Teacher-Role; Teaching-Methods; Writing-Instruction
DE: Language-Arts; Whole-Language-Approach; Young-Children
AB: Discusses how the whole-language process provides an authentic approach to lifelong learning. Includes discussions of Cambourne's conditions for learning; Holdaway's natural learning model; Goodman's miscue analysis research; whole-language theory; the role of teachers, students, and the community in language arts; and the role of the classroom environment, curriculum, and evaluation. (KDFB)

AN: ED402507
AU: Baker,-Karen
TI: Whole Language in ABLE--Just Do It! Research to Practice.
CS: Kent State Univ., OH. Ohio Literacy Resource Center.
PY: 1996
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED402507
DE: Adult-Basic-Education; Group-Instruction; Literacy-Education; Reading-Instruction; Whole-Language-Approach
DE: Adult-Literacy; Curriculum-Development; Literature-Appreciation; Program-Development; Reading-Skills
AB: 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)

AN: ED398528
AU: Lavadenz,-Magaly
TI: Towards a Balanced Literacy Instruction: Understanding Reading Skills within a Whole Language Paradigm.
PY: 1996
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED398528
DE: Language-Arts; Reading-Instruction; Reading-Materials; Reading-Skills; Whole-Language-Approach
DE: Elementary-Education; Holistic-Approach; Lifelong-Learning; Reading-Attitudes; Writing-Instruction
AB: 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 to knowledge in a democratic society. It is with these fundamental goals and principles for language learning that the task of selecting appropriate materials and teaching strategies for classroom use must be undertaken. Many basal reading programs totally ignore the criteria of connecting classroom experiences with real life in order to create responsible lifelong learners. Materials and activities which reflect the real world and whose use can be extended into the daily lives of children after they leave the classroom are and should be included in the daily instructional practices of literacy classrooms. Good readers make meaning from text through risk-taking and hypothesis-making. Good reading instruction is that which builds on students' background knowledge, the extent of which can be determined through meaningful interaction between teachers and students. Funding currently set aside for the purchase of basal readers should be used to (1) promote a more holistic method of instruction; (2) implement staff development at school sites; and (3) purchase trade books and other authentic sources of reading. (RS)

AN: ED396246
AU: Trimble,-Hilary-Claire
TI: Reading Comprehension: A Whole Language Effect on Academic Sucess.
PY: 1996
NT: M.S. Thesis, Dominican College of San Rafael.
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED396246
DE: Academic-Achievement; Reading-Comprehension; Reading-Instruction; Whole-Language-Approach
DE: Comparative-Analysis; Elementary-Education; Learning-Processes; Oral-Reading; Reading-Improvement; Reading-Research; Reading-Skills
AB: A study examined the effect of whole language philosophy as compared to a more traditional reading program on children's reading comprehension scores. The study included a review of current research indicating the importance of teachers stating the topic prior to reading as well as the importance of students' oral reading ability to assess reading proficiency. The study consisted of questionnaires and interviews of a sample of primary grade teachers. Subjects were eight female teachers of grades 1-4, from a private school. The questionnaire, consisting of 10 statements that the subjects rated on a scale from 1 to 5, posed questions on teachers' individual reading programs and their perceptions of student reading comprehension. Interviews explored the same area of inquiry. Questionnaires and interview results were examined for commonalities and themes. Results indicated the importance of precise reading in increasing overall academic success. Findings suggest that there should be a focus on emphasizing accuracy in reading to provide for success. (Contains 16 references, 1 table of data, and a 2-page questionnaire.) (Author/CR)

AN: ED390026
AU: Froese,-Victor, ed.
TI: Whole-Language: Practice and Theory. Second Edition.
PY: 1996
AV: Allyn and Bacon, Order Processing, P.O. Box 11071, Des Moines, IA 50336-1071 ($46).
PR: Document Not Available from EDRS.
DE: Reading-Instruction; Student-Evaluation; Whole-Language-Approach; Writing-Instruction
DE: Classroom-Communication; Computer-Uses-in-Education; Elementary-Education; Higher-Education; Language-Experience-Approach; Middle-Schools; Parent-Participation; Special-Needs-Students; Theory-Practice-Relationship
AB: Intended as a text for prospective primary through middle-school teachers in their professional year of training or for experienced teachers taking in-serivce courses, this book offers practical information, suggested activities, and theoretical background to help teachers learn how to structure, plan, and execute a whole-language program. Whole-language is described as a child-centered, literature-based approach to language teaching that immerses students in real communication situations whenever possible. Each chapter in the book includes key concepts and discussion questions. Chapters in the book are: (1) "Introduction to Whole-Language Teaching and Learning" (Victor Froese); (2) "Putting Theory into Practice: A Day in Two Classrooms" (Marilyn Chapman and Jim Anderson); (3) "Talk in Whole-Language Classrooms" (Claire Staab); (4) "Literature in a Whole-Language Program" (Marion Ralston and Wendy Sutton); (5) "The Writing Connection" (Syd Butler); (6) "Reading and Language Development" (Lee Gunderson); (7) "Playing the Whole-Language Game of Drama" (Patrick Verriour); (8) Using Computers in Whole-Language Classrooms" (Syd Butler and Lee Gunderson); (9) "Meeting Special Needs in the Whole-Language Classroom" (Ann Lukasevich); (10) "Parents, Teachers, Children: Shared Learning" (Gerry Snyder); (11) "Organizing Whole-Language Classrooms" (Ann Lukasevich); (12) "Assessment: Form and Function" (Victor Froese); and (13) "Research Perspectives on Whole-Language. A 133-item glossary is attached. (RS)

AN: EJ589152
AU: Stahl,-Steven-A.; Kuhn,-Melanie-R.
TI: Does Whole Language or Instruction Matched to Learning Styles Help Children Learn To Read?
PY: 1995
SO: School-Psychology-Review; v24 n3 p393-404 1995
NT: Mini-series: "Recent Advances in Reading Instruction and Remediation". For related articles, see CG 554 046-054.
DE: Reading-Instruction; Teaching-Methods; Whole-Language-Approach
DE: Cognitive-Style; Reading-Achievement; Reading-Research
AB: Research on whole language suggests its effects on achievement vary markedly from site to site, and differences may be based not on whether a teacher uses it but how it is implemented. Learning-styles research suggests that little is gained from matching children to methods using learning styles. Instead, any approach needs to take into account various aspects of reading and combine aspects from different approaches. (Author/JDM)

AN: EJ589151
AU: Foorman,-Barbara-R.
TI: Research on "The Great Debate": Code-Oriented Versus Whole Language Approaches to Reading Instruction.
PY: 1995
SO: School-Psychology-Review; v24 n3 p376-92 1995
NT: Mini-series: "Recent Advances in Reading Instruction and Remediation". For related articles, see CG 554 046-054.
DE: Phonology-; Reading-Instruction; Whole-Language-Approach
DE: Children-; Letters-Alphabet; Writing-Assignments
AB: Reviews "Great Debate" over code emphasis versus meaning emphasis in reading instruction, concluding incidental instruction provided by writing activities of whole language do not guarantee alphabetic understanding. Attempts to disassociate instruction in alphabetic coding from criticism of components of whole-language instruction and challenges whole-language educators to renew empirically based inquiry into the best methods for helping children learn to read. (Author/JDM)

AN: ED395289
AU: Gunter,-Peggy
TI: A Preservice Perspective on Whole Language.
PY: 1995
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED395289
DE: Phonics-; Reading-Instruction; Reading-Processes; Theory-Practice-Relationship; Whole-Language-Approach
DE: Elementary-Education; Instructional-Development; Reading-Comprehension; Reading-Skills
AB: Among the defining features of the whole language philosophy are: an emphasis on reading comprehension and extracting meaning from text; reading and writing across the curriculum; and the use of phonics instruction, subordinate to other methods (cues) of extracting meaning from text. Controversy between professional educators involved in scientific research and those with daily classroom contact involves the question of whether written language acquisition in children is a natural process encouraged through exposure to authentic activities and relevant, meaningful reading material or whether direct skills instruction in decoding the written word is necessary to learn to read and write. The core goals of the whole language movement are essential to the progress of the educational system and to the success of its students. However, the role of direct, decoding skills instruction in education must be allowed to resurface from its current subordinate position to being one of several key elements in teaching children to read. (CR)

Whole Language: The Debate
"Whole Language advocates and detractors debate the highly touted, but still controversial, language arts instructional paradigm. The evidence for Whole Language claims is questioned and defended. Important questions are raised and responded to in this volume which includes proceedings from a debate held at the National Reading Conference in San Antonio."

Other Resources (available either for sale or via interlibrary loan)
Title: Learning to read : beyond phonics and whole language
Editors: G. Brian Thompson & Tom Nicholson
Year: 1999
Publisher: International Reading Association

Title: Balanced instruction : strategies and skills in whole language
Editors: Ellen McIntyre & Michael Pressley
Year: 1996
Publisher: Christopher-Gordon Publishers.

Title: Integrating reading and the other language arts: Foundations of a whole language
Curriculum
Author: Stice, Carole F.
Year: 1995
Publisher: Wadsworth Pub.

Title: Whole-language reading : a comprehensive teaching guide
Author: Dechant, Emerald V.
Year: 1993
Publisher: Technomic Pub.

Title: Whole language: Getting started .. . moving forward
Author: Crafton, Linda
Year: 1991
Publisher: Richard C. Owens

Title: Whole language: What's the difference?
Authors: Edelsky, C., Altwerger, B., & Flores, B.
Year: 1991
Publisher: Heinemann

Title: Whole language activities
Author: Gruber, Barbara
Year: 1990
Publisher: Frank Schaffer Publications

Title: Portraits of whole language classrooms
Authors: Mills, H., & Clyde, J.
Year: 1990
Publisher: Heinemann

Title: Understanding whole language: From principles to practice
Author: Weaver, Constance
Year: 1990
Publisher: Heinemann

To Order Full-Text Copies of ERIC Journal and ERIC Document Citations:

Citations identified with an ED (ERIC document) number are available in ERIC microfiche collections at over 1000 locations worldwide; to identify your local source, connect to the: ERIC Resource Collection.

Documents can also be ordered through EDRS for a fee: email service@edrs.com, tel. (800)443-ERIC. Selected ERIC Documents are available through online ordering via the EDRS's web site

Citations with an EJ (ERIC journal) number are available through the originating journal, interlibrary loan services, or for a fee from the following article reproduction services: Ingenta: email: ushelp@ingenta.com, tel. (800) 296 2221, online order form; or ISI Document Solution: email: ids@isinet.com, tel. (800) 336-4474, (215) 386-4399, online order form.

| NEWS ABOUT READING | ONLINE EDUCATION | WEB RESOURCES | BOOKS & BULLETINS | DIGESTS & BIBLIOS | FAMILY INFO CENTER | LESSON PLANS | Q & A ARCHIVE | DATABASE SEARCH | CHARACTER ED CENTER |

The Clearinghouse on Reading, English, and Communication is an information repository of the Indiana University School of Education.

Dr. Carl B. Smith, Professor