Self-evaluation of a whole-language classroom

Over the last two decades significant new information concerning the acquisition of functional literacy has been generated through theoretical and applied research. Traditional notions of literacy as the application by an individual of a set of independent skills to read or write have undergone a tremendous transformation (Langer, 1987). After taking into consideration new and important insights from recent research in the field of literacy, Wells (1990) defines literacy as the disposition to engage appropriately with texts of different types in order to empower actions, feelings and thinking in the context of purposeful social activity\u27\u27 (p. 14)