Read complete books and articles on: Whole Language

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16 of the Best Books and Articles on: Whole Language

as selected by Questia librarians

1.

Reading, Language, and Literacy: Instruction for the Twenty-First Century (Part II "Whole Language") » Read Now
by Fran Lehr, Jean Osborn. 307 pgs.

Collections: Education, Entire Library
2.

Instructional Models in Reading (Chap. Ten "Whole-Language Approaches to Reading and Writing") » Read Now
by David A. Hayes, Steven A. Stahl. 386 pgs.

Collections: Education, Entire Library
3.

Children Learning to Read: A Guide for Parents and Teachers (Chap. 9 "Whole Language: Caution") » Read Now
by Seymour W. Itzkoff. 202 pgs.

Collections: Education, Entire Library

This volume brings together the sciences of psycholinguistics and developmental psychology with the practical knowledge of classroom practice in literacy education to create a unique but accessible explanation of how children learn to read. It explains the necessary educational and pedagogical steps...
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This volume brings together the sciences of psycholinguistics and developmental psychology with the practical knowledge of classroom practice in literacy education to create a unique but accessible explanation of how children learn to read. It explains the necessary educational and pedagogical steps that parents and teachers both can take in assisting the child to make a smooth transition from infant babbler to eight-year-old fluent reader. It also points to the possible developmental as well as educational danger signals that tell us that things are not going as they should, and suggests what we can do to help children overcome their problems, slowdowns, and difficulties learning to read and write. Included here is a discussion of such important issues as emergent literacy or reading readiness: phonics and slow reading; fluent reading and the "reading system"; the dangers of the first-grade Rubicon; reading problems of unique children; the dangers and benefits of "Whole Language" reading programs; Reading Recovery" for endangered young readers; the role of writing; parents; TV; and the school program. The book is clearly written, uses nontechnical terminology, and should provide teachers and parents a guide to evaluating the progress of youngsters from the time they approach child-care and pre-school stages of socialization to that point where they should be reading independently for pleasure as well as searching for information and subject-matter competency.
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4.

The Causes of High and Low Reading Achievement (Chap. 22 "Whole-Language Approach") » Read Now
by Ronald P. Carver. 446 pgs.

Collections: Education, Entire Library

This book describes all of the important factors that cause some students to have low reading achievement and others to have high reading achievement. It concentrates on the main factors that influence how much a student gains in reading achievement during a year of school, or a calendar year. An...
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This book describes all of the important factors that cause some students to have low reading achievement and others to have high reading achievement. It concentrates on the main factors that influence how much a student gains in reading achievement during a year of school, or a calendar year. An attempt is made to answer the following questions: what can educators do to increase reading achievement, and what is beyond their influence? The author is directly concerned with achievement associated with normal or typical reading. The focus of the book is on things teachers can do during an entire school year that are likely to improve the reading level and reading rate of students, which in turn, will increase their reading achievement. This effort to specify the most important causes of high and low reading achievement represents an integration of two disciplines of scientific psychology--experimental psychology and psychometrics. A glossary at the end of the book contains definitions of terms and concepts. Helpful appendices explain rauding theory, the three laws of rauding theory, and the equations that can be used to predict the accuracy of reading comprehension, provide conversions among units of rauding rate, and list the numbered equations presented in the book.
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5.

Defining Whole Language in a Postmodern Age, in Australian Journal of Language and Literacy » Read Now
by Lorraine Wilson. 7 pgs.

Collections: Education, Entire Library
6.

The Progress of the Whole-Language Debate, in Educational Psychologist » Read Now
by Marilyn Jager Adams. 6 pgs.

Collections: Education, Psychology, Entire Library
7.

The Effects of Whole-Language Instruction: An Update and a Reappraisal, in Educational Psychologist » Read Now
by Steven A. Stahl. 11 pgs.

Collections: Education, Psychology, Entire Library
8.

Toward Disciplined Inquiry: A Methodological Analysis of Whole-Language Research, in Educational Psychologist » Read Now
by Janice F. Almasi. 10 pgs.

Collections: Education, Psychology, Entire Library
9.

The Effects of Whole Language on Children's Writing: A Review of Literature, in Educational Psychologist » Read Now
by Steve Graham. 6 pgs.

Collections: Education, Literature, Psychology, Entire Library
10.

The Effects of Explicit-Strategy and Whole-Language Instruction on Students' Spelling Ability, in Journal of Experimental Education » Read Now
by Jean Butyniec-Thomas. 11 pgs.

Collections: Education, Entire Library
11.

State-of-the-Science Primary-Grades Reading Instruction or Whole Language?, in Educational Psychologist » Read Now
by Michael Pressley. 5 pgs.

Collections: Education, Psychology, Entire Library
12.

Defending Whole Language: The Limits of Phonics Instruction and the Efficacy of Whole Language Instruction, in Reading Improvement » Read Now
by Stephen Krashen. 11 pgs.

Collections: Education, Entire Library
13.

Whole Language vs. Isolated Phonics Instruction: A Longitudinal Study in Kindergarten with Reading and Writing Tasks, in Journal of Research in Childhood Education » Read Now
by Constance Kamii, Maryann Manning. 13 pgs.

Collections: Education, Entire Library
14.

Issues in Educating Students with Disabilities (Chap. 12 "Whole Language and Process Writing: Does One Approach Fit All?") » Read Now
by David Chard, Edward J. Kameenui, John Wills Lloyd. 409 pgs.

Collections: Education, Entire Library
15.

Processing of Bottom-Up and Top-Down Information by Skilled and Average Deaf Readers and Implications for Whole Language Instruction, in Exceptional Children » Read Now
by Leonard P. Kelly. 17 pgs.

Collections: Education, Entire Library
16.

Off Track: When Poor Readers Become "Learning Disabled" ("Approaches to Reading Instruction" begins on p. 163) » Read Now
by Louise Spear-Swerling, Robert J. Sternberg. 336 pgs.

Collections: Education, Psychology, Entire Library

"There is no more definitive, and readable, account of why we have witnessed a huge increase of reading-disabled studentsand why we are mostly wrong in framing this and many other academic problems as a disability. Spear-Swerling and Sternberg masterfully demonstrate the disconnects between...
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"There is no more definitive, and readable, account of why we have witnessed a huge increase of reading-disabled studentsand why we are mostly wrong in framing this and many other academic problems as a disability. Spear-Swerling and Sternberg masterfully demonstrate the disconnects between scientific evidence about poor reading and the views pushed by large parts of the learning disabiliyt industry. . . . A must-read for educators and a should-read for everyone interested in education".Albert Shanker, President, American Federation of Teachers.
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