This article reports a three-part study comparing the effects of whole-language practice versus traditional basal instruction on children's reading attitudes. In Experiment 1, children in two whole-language elementary schools (Grades 1-5, N=485) and children in two traditional schools (Grades 1-5, N=433) responded to the Elementary Reading Attitude Survey (ERAS). Although significant main effects of grade level and gender were observed, there was no main effect of instructional approach. The possibility that whole language had been too broadly defined was addressed in a second study. In Experiment 2, Bergeron's (1990) definition was used to identify a third whole-language school, meeting more specific criteria. All students in Grades 1-5 (N=713) were compared with the original basal group. Only the recreational ERAS subscale was administered because of the inapplicability of certain items of the academic subscale to the new wholelanguage setting. As before, no main effect of approach was observed, nor was any interaction of approach with other factors significant. Experiment 3 involved follow-up structured observations of two first-grade teachers in the second wholelanguage school. The attitude means of these teachers' classes differed significantly. Although the two teachers exhibited many similarities, notable differences emerged that warrant further study in order to examine a possible causal relationship between practice and attitude. Important differences in practice within a general whole-language philosophy may affect reading attitude differentially.The ongoing debate as to the efficacy of whole-language practice (WLP) compared with more traditional approaches has focused on the relative effects of practice on students' reading ability. Research into this question has been clouded by 19

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This article describes an action research project conducted under unusual circumstances. The project evaluated the effectiveness of using books to assist a kindergarten-age victim of sexual abuse. A partnership consisting of teacher educators, the classroom teacher, and the school psychologist first developed an approach that included not just the victim but his classmates, who benefitted by acquiring knowledge about abuse and strategies for dealing with it. The team then monitored the attempt, which was intended not to interfere with counseling efsorts. Results included a dramatic breakthrough in the child's behavior, marked by acknowledgement of what had happened. Moreover, the children grew demonstrably in their knowledge of strategies they might apply if confronted by abuse and in their understanding that books can help them to solve problems in general. Changes in the classroom teacher's knowledge as a result of participation are also described.

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