Recent evolutionary, sometimes revolutionary changes in the language arts curriculum have seen the rise of literature-based reading programs, process-oriented writing, whole language teaching, and a stress on strategies rather than skills. How must these new developments be viewed? To provide us with perspective, four members of the Reading Hall of Fame were asked to consider the new thrusts in the light of their long careers in elementary school education.
No takes yet. Share an insight, caveat, or question.
Kenneth S. Goodman (1992) studied this question.
Synapse has enriched 5 related papers. Consider them for comparative context: