ERIC Number: ED300766
Record Type: RIE
Publication Date: 1988-Nov
Reference Count: N/A
Can Computers Be Used for Whole Language Approaches to Reading and Language Arts?
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)
Publication Type: Speeches/Meeting Papers; Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: N/A
Identifiers: Childrens Writing; Whole Language Approach
Note: Paper presented at the Annual Meeting of the Keystone State Reading Association (Hershey, PA, November 4-8, 1988).