Abstract
The present study analyzed 64 articles pertaining to whole-language instruction in elementary classrooms in order to compile a definition for this term. Five questions are presented and explored: (a) How is whole langauge defined in the educational literature? (b) What types of instructional techniques/strategies are used in describing whole-language programs? (c) What trends can be drawn from comparisons made between publication dates of journal articles as well as between author categorizations? (d) What definition for whole language can be compiled as a result of an extensive review, analysis, and synthesis of the literature? and (e) What implications does the knowledge gained from the literature analysis have for elementary reading instruction? Review analysis found that definitions and descriptions of whole language vary widely throughout the literature and that differences exist between school- and university-based authors' perceptions of this concept.
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