Proposes a curricular framework that provides an alternative view of "balance" in guided reading and literature discussion groups. Suggests several possible scenarios for the future of literature in classroom instruction. Presents a curricular model for a literature-rich classroom. (NH)

Assesses the reading achievement of two groups of first grade students receiving instruction with different reading strategies and philosophies. Finds that average and below-average students benefited from a consistent instructional format that utilized direct instruction, authentic literature, and integrated decoding strategies. (NH)

Discusses the move from whole language to phonics instruction in Los Angeles schools in an effort to rescue plummeting reading scores. (Author/VWL)

This study investigates the effect of phonological awareness instruction on the development of word-reading ability for EFL first-graders in a Jordanian state school. Based on Chard and Dickson's (1999) phonological awareness hierarchy, a phonological awareness training program was developed by the researchers, and used in training the…

"Education Matters" is the monthly newsletter of the Association of American Educators (AAE), an organization dedicated to advancing the American teaching profession through personal growth, professional development, teacher advocacy and protection. This issue of the newsletter includes: (1) Supreme Court Hears Union Coercion Case; What…

Background: There is limited research on the FL composition writing of Egyptian experimental secondary students. Purpose: The purpose of the present study is to investigate the effect of the Whole Language Approach on developing the required composition writing skills in English for experimental secondary students. Setting: Salah Salem…

This article presents three related evaluation studies looking at the effectiveness on achievement and motivation of Reading Together, a cross-age peer-tutoring reading program. The effects on tutees, tutors, teachers, and parents were monitored. The advantages of Reading Together began to accrue during the second and third phases of the program.…

A study investigated the relationship between type of reading instruction (whole language or basal), and (1) time spent engaged in authentic reading activities and (2) reading attitudes as measured by the Elementary Reading Attitude Survey (ERAS). Subjects, 23 students from a blended first/second grade whole language classroom in a suburban…

Based on the premise that whole language is a philosophy or perspective, rather than a set of practices, this fastback develops a definition of whole language, presents an information processing model of language processes, and discusses theory-practice relationship and assessment as they relate to whole language. Sections of the fastback are:…

After defining whole language as a philosophy of literacy instruction based on the concept that students need to experience language as an integrated whole, this ERIC "FAST Bib" presents an annotated list of 35 ERIC documents and journal articles consisting of critiques of and responses to the whole language approach in the elementary school. The…

Through an in-depth interview, a study investigated teachers' beliefs and understandings about language learning. Subjects were nine elementary school teachers from a suburban midwest school district where a whole language philosophy was beginning to become infused in the curriculum. Subjects were selected for participation based on the teachers'…

This book, which uses nursery rhymes as its literature base, represents a non-threatening approach to beginning reading for children in kindergarten through grade 3. The book uses a variety of cross-curricular activities which are built around four familiar nursery rhymes. The book's introduction describes how each rhyme may be used over a 5-day…

A study examined the attitudes of educators toward content area reading in the early elementary grades. A self-report survey instrument called the Attitudes Toward Content Area Reading (ATCAR) was developed to measure educators' attitudes and to ascertain whether there were different theoretical orientations of educators relative to content area…

Top-down and bottom-up theories have long dominated the field of reading. Recently, interactive models have been proposed by some researchers. One model, the interactive-compensatory model, hypothesizes that a deficiency in one processing area is compensated for by a relative strength in another area. The concept of multiple intelligences is one…

A study examined the effects on 80 first graders' reading achievement when direct instructional phonics is incorporated as a supplement to a whole language approach. Two first-grade classrooms used the Houghton-Mifflin Integrated Literature Program, and two other classrooms supplemented the program with direct phonics instruction. Subjects…