Whole language teaching as practiced by kindergarten teachers

This research focused on the teaching behavior of a small sample of rural self-described whole language kindergarten teachers to determine the level of consistency between their perceptions of whole language reaching and the extent to which whole language concepts were applied in their classroom instruction. Locally constructed and pilot-tested forms, "Whole Language Checklist Observation Form" and "Focus Group Interview Schedule," were used to gather evidence of teaching behaviors. Results indicate that although these teachers were able to articulate the components of whole language teaching, they were unable or unwilling to incorporate many of its most central features into their classroom instruction. Implications for further research are discussed.