Date of Award

1-1996

Degree Type

Thesis (On-Campus Access Only)

First Advisor

Elaine Coughlin

Abstract

Whole Language is an approach to reading and writing instruction which is popular today but misunderstood. The intent of this paper is to give an overview of the philosophy of teaching reading using the Whole Language approach. The literature review will summarize the current beliefs and approaches used today. Observations in the classroom and findings took place in the fall of 1995.

Several questions were explored during this study: How do first grade children learn reading in a Whole Language classroom? What types of activities are provided in Whole Language? How is student learning assessed? How are reading materials selected? How is the classroom set up for Whole Language?

The study concluded with the researcher's own findings relating to the teaching of reading in a Whole Language classroom.

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