Abstract
Introduction
Over the past twenty years American schools have seen the rapid growth. and an equally rapid attack and dismissal f the philosophy and practices of the approach to literacy teaching known as β€œWhole Language”. The federal government of the United States and a number of state governments have even based laws mandating practices antithetical to whole language. Such laws not withstanding. whole language theory and practice (along with that of parallel pedagogies such as Literature Based Instruction. Inquiry Teaching. Balanced Literacy. and Process Writing) have profoundly changed the way teachers and schools help children to become literate citizens.