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ERIC Number: ED341035
Record Type: Non-Journal
Publication Date: 1991-Nov
Pages: 15
Abstractor: N/A
Reference Count: N/A
Whole Language and Its Predecessors: Commentary.
Veatch, Jeannette
Since the rise of the whole language movement, Sylvia Ashton-Warner's key vocabulary, individualized reading, and experience charts have been notable for their omission from the many books available on whole language. Whole language strength is notable in at least four major areas: (1) its learner-centeredness; (2) its scorn of commercial behavioristic material, such as basals and workbooks; (3) its demand for integration of all curriculum, especially the language arts; and (4) its salutary insistence on authenticity in teaching methodology. Omission of key vocabulary, individualized reading, and experience charts from current practice is puzzling, since each is compatible with the four characteristics of whole language. One explanation for this omission is that divergence is not considered "pure" whole language. Also, the expansion of the whole language movement has taken place since 1970, but the three activities were popular before 1970. The publication dates of entries in the bibliographies of five major whole language texts were analyzed. Results indicated that 92% of the citations bore dates after 1970. Particularly noteworthy is one page from one of the bibliographies which reveals an ignorance of the disputes that have roiled the field of reading for decades by including only one reference to "phonics," the only subject other than whole language mentioned. Findings suggest that proponents of whole language have chosen to ignore, or were ignorant of, approaches and activities popular before 1970 that were compatible with their philosophy. (A 22-item bibliography is attached.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A