ERIC Number: ED326843
Record Type: Non-Journal
Publication Date: 1991-Jan
Reference Count: N/A
Toward an Understanding of Whole Language. Technical Report No. 524.
This report discusses whole language, portraying it as a philosophy of education with three basic premises: (1) learning in school ought to incorporate what is known about learning outside of school; (2) teachers should base curricular decisions on what is known, they should possess and be driven by a vision of literacy, they should use observation to inform teaching, and they should reflect continuously; and (3) teachers as professionals are entitled to a political context that empowers them as informed decision makers. The report begins with a brief discussion of each of these premises and then surveys research that has been conducted on classrooms and practices that are consistent with a whole language philosophy. It goes on to provide annotations for 38 studies, 10 of which compare whole language with traditional instruction. (One table of data and 124 references are attached.) (Author/SR)
Publication Type: Information Analyses; Reference Materials - Bibliographies
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.