The whole-language approach asserts that children learn language most effectively at their own developmental pace through exposure to language- rich environments and quality literature, rather than through formal instruction in the discrete skills identified and defined by behaviorally oriented reading researchers. The instructional implications of this approach are that teachers should teach children at their own developmental pace, maximize their exposure to learning activities emphasizing oral language use and quality literature, and provide ample extracurricular opportunities for literature-related activities.Dewey (1929) Piaget (1952), and Smith (1988)