Wham, Mary Ann
B.S. (Bachelor of Science)
Department of Literacy and Elementary Education
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.
Aufmann, Amy K., "The whole language movement : its hindrances in the United States and successes in Australia" (1991). Honors Capstones. 1314.
iii, 41 pages
Northern Illinois University
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