Publication Date

1-1-1991

Document Type

Dissertation/Thesis

First Advisor

Wham, Mary Ann

Degree Name

B.S. (Bachelor of Science)

Department

Department of Literacy and Elementary Education

Abstract

Reading instruction in the United States has been dominated by phonics instruction for generations and has not been effective in creating a totally literate nation. With the identification of the need to formulate a new instructional methodology to rectify this situation, the whole language philosophy was created. However, only a small fraction of U.S. teachers implement this philosophy today, largely because the whole language movement has been stifled by several factors of the U.S. educational system. By contrast, however, whole language has developed in Australia in recent years as in the U.S., yet the majority of Australian teachers have successfully implemented this philosophy. This paper will describe the aspects of the Australian educational system that have fostered this success, and compare them with factors that have inhibited whole language development in the United States. These inhibitors must be removed from influencing whole language in the U.S. for the movement to succeed.

Comments

Includes bibliographical references.

Extent

iii, 41 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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