Reviews four books that deal with reading comprehension, phonics in a whole-language classroom, children's books for mathematics learning, and using nonfiction trade books. (SR)

Offers responses from four readers of this journal, all reading and/or classroom teachers, to a question posed by another teacher: whether children who have had limited literacy experiences should start reading in whole-language readers and/or trade books or whether they should start in controlled-vocabulary preprimers. (SR)

Investigates eight first-grade whole language classrooms in terms of what phonics skills and concepts were taught, where phonics instruction occurred, and how it was conducted. Shows gains in ability to decode and encode words for all students. Finds that teachers responded to individual needs of learners, and that skills were taught within the…

Reviews significant findings from the author's research and speculates on differential responses to his work. Argues that appropriately chosen direct instruction in the spelling-sound code is the reality that will enable the romance with whole language to be a long-lasting one and that educators must let scientific evidence answer questions about…

Provides opinions of five eminent educators on a variety of issues in literacy education including phonics, emergent literacy, reading and writing relationships, whole language, and defining literacy. (MG)

Reports on a nationwide survey of instructional beliefs and practices of elementary public school teachers. Finds that teachers generally do not assume a polar, either/or approach to phonics and whole language, but instead provide children a balanced eclectic program involving both reading skill instruction and immersion in enriched literacy…

Shows that, despite the pendulum swings from the 1930s to the present, reading-achievement levels have remained constant, and one-third of children do not learn to read well. Argues that reading is a multidimensional activity, and that a massive effort is needed to implement multidimensional curricula that empower all children by providing them…