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Phonology and Reading: A Response to Wang, Trezek, Luckner, and Paul
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Allen, Thomas E.; Clark, M. Diane; del Giudice, Alex; Koo, Daniel; Lieberman, Amy; Mayberry, Rachel; Millerd, Paul – American Annals of the Deaf, 2009
Four critical responses to an article, "The Role of Phonology and Phonologically Related Skills in Reading Instruction for Students Who Are Deaf or Hard of Hearing" (Wang, Trezek, Luckner, & Paul, 2008), are presented. Issue is taken with the conclusions of the article by Wang and colleagues regarding the "necessary" condition of phonological…
Descriptors: Reading Comprehension, Phonology, Partial Hearing, Deafness
Visual Literacy: Foundation for Comprehension.
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Kossack, Sharon W.; Bader, Barbara – 1980
It is necessary to provide a comprehensive program of visual literacy skill development to provide a firm foundation for reading comprehension. A taxonomy of visual literacy can suggest an outline for such a program. Once the student has been made aware of the desired thought processes in familiar contexts, it is then appropriate to guide the…
Descriptors: Classification, Cognitive Processes, Elementary Secondary Education, Reading Comprehension
A Sequential Model for Video Viewing in the Foreign Language Curriculum.
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Swaffar, Janet; Vlatten, Andrea – Modern Language Journal, 1997
Presents strategies for reading visual images. Illustrates how visual systems inform the process of listening for the meaning of foreign language words and phrases. Suggestions are provided on how these strategies apply to a larger curricular program that integrates media into its overall learning objectives. (35 references) (Author/CK)
Descriptors: Cultural Differences, Curriculum Design, Language Processing, Listening Comprehension
Exploring Visual Response to Literature.
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Whitin, Phyllis E. – Research in the Teaching of English, 1996
Describes a study of seventh graders learning to make and share meaning about literature through "sketch-to-stretch," an interpretive strategy involving the creation of symbols and pictures and other nonlinguistic signs to signify ideas generated through reading. Supports teaching that provides such shared opportunities for students. (TB)
Descriptors: Art, Cognitive Style, Instructional Effectiveness, Literary Criticism
Recent Research into the Hemisphericity of the Human Brain and the Implications of Those Findings in the Teaching of Reading.
McLendon, Gloria H. – 1983
Research data in neurosurgery, neuropsychology, and neurolinguistics indicate that the human brain is lateralized toward one of two methods of information processing, and that, in most humans, the language bias appears to be a left hemisphere function, while the visiospatial bias belongs to the right. Furthermore, the left hemisphere seems to…
Descriptors: Cerebral Dominance, Cognitive Processes, Holistic Approach, Lateral Dominance
Our Daughter Learns to Read and Write: Looking Back.
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Baghban, Marcia – Reading Horizons, 1986
Summarizes and updates original study done on reading and writing development of a preschool child. (SRT)
Descriptors: Associative Learning, Beginning Reading, Child Development, Child Language
A Picture is Worth a Thousand Words...If You Know the Words.
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Hittleman, Daniel R. – Childhood Education, 1985
Describes six types of illustrations most frequently used in elementary-level content area texts. Presents ideas to teachers for effectively using illustrations to support children's learning and to develop children's abilities to verbalize the information acquired from illustrations. (DST)
Descriptors: Charts, Children, Content Analysis, Content Area Reading