Maintains that the whole-language approach to reading and writing presents another challenge to music teachers who are asked to create complementary instruction as part of an integrated curriculum. Discusses three commonly agreed-on characteristics and areas of disagreement among those who advocate the whole-language approach. (CFR)

The adult English literacy program at the Phanat Nikhom Refugee Camp has developed techniques for actively engaging the sometimes reluctant students in the skill development process leading to literacy. A literacy warm-up chart used daily for five minutes develops the prereading skills of sequencing and left-to-right eye coordination; a variety of…

Case study reports on the use of language experience and a natural approach to learning languages in a dual-language (Spanish-English) kindergarten class. Descriptions of student writing activities in the classroom illustrate the process of literacy development in the first and second languages. The importance of trained bilingual teachers and…

Describes a program in a first grade classroom in a rural school district which integrates holistic and direct instructional ideas by using the basal reader as one part of an otherwise holistic literacy program. Presents the major benefits of and some concerns about the program. (RS)

A study of bilingual education in the Northwest Territories is conducted to survey literature on bilingual education; to assess programs being implemented at present in the Northwest Territories; to seek views and ideas of individuals involved in and interested in northern education; and to develop recommendations for changes and/or increased…

During the 1979-1980 school year Project Primary Reading Objectives for Bilingual Education (P.R.O.B.E.) was involved in improving the rate of reading growth and cognitive development of four and five year olds from the Bronx, New York. In bilingual classes that were conducted primarily in Spanish, the 153 program participants received instruction…

Examines the relationship between story-telling and children's construction of meaning. Includes transcripts of children's discussions of a story involving Vietnamese refugee children. Maintains that children, especially when given encouraging contexts, can construct and discover meaningful insights. Discusses the role of the teacher in this…

Project Horizontes is a culturally grounded English-as-a-Second Language (ESL) retention project developed for Latino students enrolled at the Metropolitan Campus of Cuyahoga Community College in Cleveland, Ohio. The theoretical assumption underlying the design of the project is that bilingualism should be treated as an expansion of expressive…

This volume contains an advice column and five papers on teaching behaviorally disordered youth. The "Grand Rounds" column offers advice on two teaching situations involving extremely disruptive classroom behavior and elective mutism. "The Franklin-Jefferson Program: Demonstration of an Integrated Social Learning Approach to…

Intended for use by elementary and secondary school drama teachers, this book stresses students participating in dramatic activities with a sense of purpose and contains practical activities based on student learning objectives. The first half of the book contains a statement of philosophy, a brief discussion of educational accountability and…

The 10 articles (and introduction by Stephen Reuys) in this journal discuss issues of adult literacy/adult basic education from a variety of perspectives. Titles and authors are as follows: "The Boston Adult Literacy Initiative: Moving beyond Initiative" (Silja Kallenbach); "Project FOCUS: Writing through Pictures" (Beatriz M. Strohmeyer); "The…

This document describes a literacy project in rural Ecuador using a modified version of Sylvia Ashton Warner's language experience approach. This method allows learners to approach written culture on their own terms by learning words important to their life, then transferring these works to sentences and stories. The approach reduces the rural…

A 310 Project, Learn to Read, was conducted by Oakton Community College in suburban Chicago to teach reading to functionally illiterate and limited English speaking (LEP) adults using a variety of approaches. Participants included two groups. One group consisted of American-born adults who had basic oral competency but had failed to acquire…

A new teacher confronted the reading and writing needs of 22 fifth-graders in a small South Texas community that is home to Mexican American migrant laborers. The children, many of them Spanish language-dominant, were performing significantly below grade-level norms; many did not read or write at all. In 1 year, these students were reading and…