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In response to calls for literacy education reform, many schools across the nation have begun to implement whole language classrooms. This reform has touched off a series of responses from educators regarding teachers' roles, power, and empowerment. Whole language teachers, as co-learners in a learner-centered classroom, assume that language, reading, and writing acquisition are parallel processes that grow out of pursuing meaning in social situations (Harste, 1989; Newman, 1985; Goodman, 1986; McCaslin, 1989).

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