Debatable Issues Underlying Whole-Language Philosophy

For teachers in two school systems, a longer initial in-service training time with four follow-up meetings throughout the school year was more effective in increasing knowledge and applications of whole language philosophy than a shorter initial training time with follow-up meetings twice a month for two semesters. A shorter initial training with more frequent follow-up meetings resulted in a more favorable attitude toward whole language.

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Beginning Braille: A Whole Language-Based Strategy

Journal of Visual Impairment & Blindness ◽

10.1177/0145482x9609000306 ◽

1996 ◽

Vol 90 (3) ◽

pp. 184-189 ◽

Cited By ~ 8

Author(s):

G. Lamb

Keyword(s):

Whole Language ◽

Early Reading ◽

Literacy Learning ◽

Teaching Reading ◽

Reading Behaviors ◽

Language Philosophy ◽

Reading And Writing ◽

Critical Components

This article describes the whole-language philosophy of teaching reading and writing and its application to teaching braille reading. It presents examples of activities that are an effective vehicle for enhancing the development of early reading behaviors in children who use braille and that integrate the critical components of literacy learning with the special skills that are necessary for reading by touch.

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Continuities between Motivation Research and Whole Language Philosophy of Instruction

Journal of Literacy Research ◽

10.1080/10862969809548003 ◽

1998 ◽

Vol 30 (3) ◽

pp. 321-356 ◽

Cited By ~ 8

Author(s):

David A. Bergin ◽

Cheryl LaFave

Keyword(s):

Goal Setting ◽

Whole Language ◽

Language Instruction ◽

Social Goals ◽

Language Philosophy ◽

Personal Competence ◽

Mastery Goal ◽

Teacher Control ◽

Language Classrooms ◽

Better Than

The purpose of this article is to show that motivation research is generally compatible with and supportive of the whole language philosophy of instruction and to provide explicit motivational reasons why whole language practices might be effective. Both motivation research and whole language instruction emphasize the following: providing choice in order to foster perceptions of autonomy, emphasizing the mastery goal of learning in order to improve personal competence rather than the ego goal of doing better than other people, using assessment that encourages a deep personal construction of meaning and learning for understanding, providing students with experiences that will increase their belief that they can succeed, modeling appropriate literacy activities, responding to students' social goals, providing an emotionally supportive atmosphere, and making learning interesting. Whole language classrooms provide settings where motivation researchers can investigate the success of motivation principles, and whole language classrooms might benefit from the motivation technique of goal setting. It would be useful for practitioners if whole language and motivation researchers investigated appropriate levels of teacher control more precisely.

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Spelling, Phonology, and the Speech-Language Pathologist

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.2104.238 ◽

1990 ◽

Vol 21 (4) ◽

pp. 238-243 ◽

Cited By ~ 9

Author(s):

Paul R. Hoffman

Keyword(s):

Whole Language ◽

Phonological Development ◽

Spelling Development ◽

Language Philosophy ◽

Reading And Writing ◽

Speech Language Pathologist ◽

Phonological Knowledge ◽

School Based ◽

Language Strategies ◽

Phonological Abilities

Assumptions basic to the whole language philosophy of education are enumerated and exemplified with regard to facilitation of spelling and phonological abilities. It is suggested that development of spelling and phonological knowledge progress through similar stages and are enhanced by whole language experiences. Inasmuch as speech-language pathologists are the school-based professionals who are most knowledgeable regarding phonological development, they are encouraged to: (a) serve as a resource to teachers in the instruction of spelling, (b) be aware of potential problems in spelling development in phonologically delayed children, and (c) utilize whole language strategies that relate speech production to reading and writing within their phonological therapy.

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Vocabulary and Grammar: Critical Content for Critical Thinking

Journal of Secondary Gifted Education ◽

10.4219/jsge-2002-367 ◽

2001 ◽

Vol 13 (2) ◽

pp. 60-66 ◽

Cited By ~ 3

Author(s):

Michael Clay Thompson

Keyword(s):

Critical Thinking ◽

Language Arts ◽

Direct Instruction ◽

Whole Language ◽

Gifted Children ◽

Teaching Skills ◽

Language Philosophy ◽

Critical Content ◽

Arts Programs ◽

The Status

The status of direct instruction in grammar and vocabulary has fallen into decline during an era of whole-language philosophy that rejects teaching “skills in isolation.” Grammar has been misunderstood and stereotyped as tedious, remedial, unteachable, and useless. These areas of knowledge must be restored to their necessary place in language arts programs for gifted children, who need educated vocabularies and grammar competence of exceptional quality.

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