History, in brief
In the United States, the advent of whole language is often traced to the mid-to-late 1970s, when Kenneth Goodman and others' insights into reading as a psycholinguistic process gained increasing recognition, Yetta Goodman's interest in the development of literacy merged with related lines of research, and Dorothy Watson started a teacher support group called Teachers Applying Whole Language (TAWL). Of course, whole language has roots that are historically deeper and intellectually and geographically broader (K. Goodman, 1992; Edelsky, Altwerger, & Flores, 1991; Y. Goodman, 1989; K. Goodman, 1989; Watson, 1989; K. Goodman & Y. Goodman, 1979). But what we think of today as a whole language theory of learning and teaching did not become widely known in the United States until the late 1980s, or even the early 1990s. In Canada, other leaders emerged during approximately this same time period, among them Judith Newman and David Doake. In New Zealand and Australia, where whole language is known as "natural" learning, the best-known researchers and theoreticians are Don Holdaway and Brian Cambourne, respectively.
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