The use of invented spelling in educational programs for students with deafness is described. Students use a variety of spelling strategies, such as visual, kinesthetic, sounding out, handshape in sign language, and functional spellings. Methods of encouraging risk taking in spelling are discussed, and the changing use of spelling tests is noted.…

Describes teaching method in which a person of the day is featured on a calendar and used as the basis of that day's social studies class. Explains that the strategy introduces authors, artists, inventors, and others and provides matching activities. Suggests the method can incorporate aspects of cultural literacy into social studies, fine arts,…

Criticisms of the whole-language approach (WL) to English-as-a-Second-language teaching are addressed, focusing on concerns about reading and grammar instruction. Criticism of grammar instruction is refuted, arguing that WL does not view grammatical knowledge as prerequisite to language use. A modification of the WL approach to reading instruction…

Arguing that whole language must assume a more critical edge if it is to reach its potential as a force for positive change, this book calls on educators to take action to protect themselves against threats from within and outside the whole language movement. Noting that the most obvious challenges are from critics who offer simplistic solutions…

Designed to help teachers open young minds to literature, this book presents criteria for evaluating books in all genres and their suggested classroom uses, an examination of hotly debated topics, and an overview of the significance of young adult literature. The fourth edition of the book features 30 boxed inserts containing essays by some of the…

Exploring what it means for teachers to generate curriculum with their students and to share the responsibility and joys of deciding what and how students learn, this book describes teachers' own experiences in generating curriculum that integrates social studies, literacy, and whole language. The book presents practical ideas that teachers across…

Discussing issues involved in the successful teaching of literature, this book presents essays that explore recent findings from research concerned with the teaching of literature in contemporary K-12 classrooms. The book is organized by age, special population, and special issues. Essays in the book address such issues as ability grouping,…

Noting that current theory and practice in literacy education emphasizes the importance of student independence, autonomy, and choice (commonly referred to as "ownership"), this book presents 14 essays that discuss what ownership means and how teachers can encourage students to take responsibility for their learning. Although student…

Focusing on reading aloud in the classroom, this monograph demonstrates ways to integrate read alouds into an ongoing whole-language program in which children learn to reflect on literature by listening and responding to it. The monograph identifies and describes specific teaching strategies that invite students not only to listen to stories,…

Following a summary of research pertaining to the Montessori and Whole Language philosophies, this paper examines similarities between the two philosophies. Both philosophies are based on holistic learning, use cross-cultural materials, and stress the teacher's role as a facilitator within the classroom environment. The relationships of the…

Various lines of research demonstrate that children do not need intensive phonics instruction to develop the functional command of letter/sound patterns that they need as readers. The fact that children normally learn highly complex processes and systems by merely interacting with the external world is perhaps the most important reason why…

Reading instruction based on the acquisition of basic skills has produced a basic level of literacy in children, but such minimal levels of literacy are no longer sufficient for students required to deal effectively with complicated literary and informational material encountered in upper elementary, middle, and high school texts. Research in the…

Discusses the use of mini-lessons within thematic units as forums for language learning and content development for intermediate grade students with hearing impairments. A project to enhance the language arts curriculum at the Nebraska School for the Deaf uses the whole language mini-lessons to work on skill development, clarify misunderstandings,…

It is possible to connect art and language arts using traditional Japanese art. After explaining the Japanese art forms of Haiku poetry and sumi-e painting, the article describes a project in which students write haiku on special paper then illustrate their poems with gung and shey strokes. (SM)

The whole-language approach is seen to be applicable within communicative language teaching for young Indonesian students. The goal of teaching English in Indonesia is to teach students to read effectively, and whole-language instruction allows them to read immediately. Examples of reading activities are given. (Contains nine references.) (LB)