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Reconciling whole language philosophy with traditional classroom reading instruction requires redefining beliefs about reading processes that, for most of us, are deeply embedded in years of basal reading instruction. Such re defining has the potential of creating conflicts between curricular beliefs and instructional practices. Whole language and basal skills instruction, according to Goodman (1989), are contradictory and incompatible practices. In contrast, Hemysfeld (1989) suggests that it is appropriate to combine the best aspects of skills instruction and whole language into one approach. While contradictions may exist initially, perhaps such contradictions will resolve themselves as educators redefine professional beliefs.

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