WHOLE-LANGUAGE READING PROCESSES FROM A VYGOTSKIAN PERSPECTIVE

Vygotsky (1978) has stressed that children learn best when what is to be learned is functional and relevant, indicating that learning to rea d would be better approached as a whole-to-part or whole-language proc ess which encourages understanding and pleasure in the written word (W eaver, 1988). This paper presents a description of whole-language read ing processes as an illumination of Vygotskian theory. Particular atte ntion is given to teaching children within the ''zone of proximal deve lopment,'' encouraging social interaction, providing meaningful experi ences, and promoting responsible risk-taking.