If you seek unabashed advocacy, righteous rancor, and provocative pedagogy, I have a Web site for you to cruise. Check out the Whole Language Umbrella home page.

Wade through the several appeals for membership (easily done with a click on any of several topics outlined on the home page), and click on the "Open Letter to ABC News." You'll be treated to a rousing letter to the producers of the television program 20/20 (that paragon of investigative reporting and hard-hitting journalism). Apparently, this news program aired a piece attacking the effectiveness of whole language instruction, suggesting we could trace the educational woes of America to the adoption of such misconceived practices. If you're a whole language practitioner or advocate, you'll start chanting "Wee shall ovurcum...fonix" up and down the halls.

On the home page you also will find topics ranging from a description of the organization's beliefs to a booklist of professional publications to "fact sheets." These are organized like pages in a magazine.

Actually, moving around the site is pretty easy. Just scroll to the bottom of any page, and you find those handy "buttons" you can click on to go back or forward as well as return to the home page.

This site serves as a locus of support for whole language practitioners throughout the United States and the world. The organization was originally founded by Ken Goodman, and its current executive board members include Goodman and other luminaries such as Dorothy Watson, Yvonne Freeman, and Sharon Murphy (addresses and telephone numbers of these members are provided).

The organization's beliefs are clearly laid out. It goes without saying they profess a belief in pedagogy driven by a philosophy of whole language. There is a piece that does a very good job of explaining the tenets of whole language instruction and the rationale for its implementation. Make no mistake about the direction this group is headed. They are stalwart supporters and advocates of whole language instruction as the best approach to teaching and learning. They go beyond rhetoric, however, and present thoughtful and well-supported arguments that include references to a lot of the biggest names in reading education: Adams, Allington, Chall, Cunningham, Goodman, Harste, Krashen, Routman, Smith, Stahl, Stanovich, Weaver, Yopp, and more!

The organization's members profess a belief in the developmental nature of language acquisition. They support the notion that going from the whole to the part (analysis) in an authentic context is more effective than the synthetic approach of starting with the discreet and working up to the whole. They believe children should learn in an environment that is safe and fulfilling and that empowers teachers and students.

The fact sheets mentioned above were actually taken from Constance Weaver's forthcoming book Creating Support for Effective Literacy Education (Heinemann). Weaver calls to task the media for its glorification of phonics as the panacea of our educational woes. She lays out facts and myths about the nature of whole language instruction. She seems to suggest that much of the research on phonics that is being touted has been misunderstood and some might even be flawed. Weaver concludes her comments on a positive note by contending that the research in whole language and phonics seems to be converging on four key agreements:

1. Children need explicit and direct help in developing phonemic awareness and "a functional command of phonics."
2. Such teaching does not need to be intensive and systematic to be effective.
3. The return to worksheets and drills is not the best method of instruction.
4. Phonemic awareness and phonics knowledge is also developed through immersion in reading.

If you're at all interested in Weaver's book, there is a link provided that will take you directly to the publisher, where you can order the book or sign up to be on their mailing list!

Another glance at the outline of topics on the home page and you will find a site reserved for action groups (militants!). These range from secondary teachers interested in fomenting whole language instruction to gay/lesbian groups presumably doing the same. You can click on any of the groups and get in touch with partisans.

Most of the content seems to be fairly current. There are references to forthcoming publications, some with excerpts, as mentioned above. There are invitations to participate in major conferences hosted by the organization. There is even a piece of research, hot off the press, by Margaret Moustafa out of San Jose State University titled "Whole-to-Parts Phonics Instruction." The researcher explored the efficacy of teaching phonics authentically going from the whole to the parts. Her findings will be of particular interest to teachers, administrators, and parents anxious about the current swing of the pedagogical pendulum toward explicit and intensive systematic phonics instruction.

I think the site is a useful resource for educators looking for direction and assistance in developing their belief system regarding teaching. It is a valuable resource for teachers and administrators hoping to find a balance with explicit systematic phonics. Parents also will find the information useful when they are called upon to make reasoned choices about the character of their children's education. Schools engaged in a program quality review might want to visit the site to get some ideas for staff development and perhaps gain some insights into the potential for change.